ALFABETIZAÇÃO E DESAFIOS DOCENTES EM UMA PERSPECTIVA NEOLIBERAL

Abstract

This dissertation was developed within the Graduate Program in Education – Academic Master's Degree at Mais University Center (UNIMAIS), within the research line in Education and Teacher Training. It analyzes the challenges faced by literacy teachers in a society marked by the advance of neoliberalism and the implementation of public policies that often disregard the complexities of the literacy process. More specifically, to identify the main challenges faced by literacy teachers in the Brazilian educational context, explore teaching theories and methodologies that can help them address these challenges, and propose recommendations based on existing studies for the continuing education of literacy teachers, aiming to improve pedagogical practices. The hypothesis guiding the study is based on the assumption that the obstacles faced by literacy professionals go beyond the technical dimension and are deeply rooted in social, political, and ideological issues. Throughout the study, a historical review of literacy methods and concepts was conducted, highlighting the contributions of scholars such as Emília Ferreiro, Ana Teberosky, Paulo Freire, Magda Soares, among others. A critical analysis of the National Literacy Policy (PNA) and the National Common Curricular Base (BNCC) revealed contradictions, conceptual limitations, and practical implications that directly impact the work of literacy teachers. Furthermore, the paper discusses how the neoliberal model has influenced teacher training, the structure of public schools, and the relationship between families and schools, demanding reflective, resilient, and transformative attitudes from teachers. Finally, this paper argues that guaranteeing the right to literacy requires addressing the structural roots of inequality and valuing the role of educators as political and social agents.