O projeto principal de educação para América Latina e o Caribe (1980-2000) e a alfabetização de crianças

Abstract

The aim of this work is to understand, in the Major Project of Education for Latin America and the Caribbean (PPE), the consensus agreed upon by the countries of the region, specifically those addressed to children's literacy. It is also investigated the routings directed to appropriation of reading and writing by children, who crossed the goals established by the PPE (1980-2000). To do this, 50 Bulletins produced by Unesco on the project were examined, through documentary analysis as research methodology and Bakhtinian language perspective as theoretical-methodological contribution. In this dialogue, the Arendtian ideas policy associate to different authors critical postions. Firstly, the study covers the configurations of the supports that make up the analytical corpus, its authors, its recipients and, later, the nature of the enunciations registered in those documents. It evidences the objective composition of the supposedly neutral and impartial Bulletins, and infers that such features strengthen the alleged exemption of interest of Unesco.It still demonstrates, activeresponsive understanding of the statements listed in the bulletins, that some notes addressed to the children's literacy were more reiterated and they organized a discursive plot that reinforced certain matters to the detriment of others. It makes visible some dissenting voices that were not undertaken in the agreements. The biggest concern, with regard to children's literacy, was the school failure in the early years of primary schooling, a problem wich was analyzed from an economic perspective and around educational sphere. It is concluded that the objective conformation of the documents and the reiteration of some enunciations ensured the production of agreements on child literacy and showed the bulletins as a strategic tool for the "manufacture" of consensus.