O discurso do “bom professor”: habilidades e competências na perspectiva do pacto nacional pela alfabetização na idade certa

Abstract

The current work has the objective of analyzing the speeches produced about the teaching conduct – noticing, especially, how the good professor’s discourse has been built, proceeding from the assumption that it comes from the articulation between the power spaces that allow and legitimate its enunciation, with the bundles of relations that supports and gives it recognition. For doing so, we will resort to the actions of continued training of the literacy teachers, set up by the National Pact for Literacy at the Right Age (Pnaic), a program of the Federal Government which establishes an articulated formal commitment between the Distrito Federal, the states and cities of the Brazilian territory, to assure that all the children are taught how to read and write until the age of eight, or at the end of the 3rd year of the Ensino Fundamental, with the intention to make us perceive the school’s legislation as a widely used source in the education researches, emphasizing the necessity and the care of handling that type of specific source, leaving behind its mechanical transpositions and/or the understanding of it as an ingenuous form, as far as it is a result of debates and disputes, that comes from a dialogue with the society, the traditions and customs. The critical approach of the speech of the “good” professor implicit in the formative patterns has become important once the governmental instances understand that this professional is necessarily built by means of formation. Besides that, we understand that the “good” conception imposed by the State does not remain unaffected, but suffers alterations in accordance with the political, economic and social necessities and interests.