From the rivers of someone else's word to the source of one's own word: contemporary results policies for the training of literacy teachers and the knowledge policies produced in collective and autonomous training spaces

Abstract

The present study is based on three main threads: i) the analysis of contemporary educational reforms in the field of literacy, interrelating macro, meso and micro issues, such as the link National Network for Continuing Teacher Training, Education Observatory, Nova Capes and National Commitment Every Literate Child; ii) reflection on training networking in Latin America; iii) the teaching narratives produced and/or shared in meetings of the Flor do Grão Pará Literacy, Reading and Writing Forum (FALE/UFPA) about the possibility of literacy based on authorship, dialogue and meaning. This research is based on ethical, political and methodological principles from the field of language studies in the area of Mikhail Bakhtin's thought and in the sphere of politics in the studies of Leher; Lucio; and Geraldi and Geraldi. It is concluded that the perspectives of managerialist policies corroborate a pedagogy of results and that the narratives produced in FALE help and provoke thinking and affirming literacy as a political act, as a discursive exercise of elaboration, reflection, construction of meanings, interlocution, understanding and legitimization of self and others. Narratives enhance the understanding that knowledge beyond the coding/decoding of writing is at stake: reading the world, expanding repertoires, ways of seeing, reading and feeling the world. They make us think that literacy, as a political, ethical and aesthetic act, requires constant distrust of movements and discourses of disempowerment and denial of the creative and powerful character that also constitutes the school.