A noção de alfabetismo funcional e sua avaliação: contribui para a democratização da educação brasileira?
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Data
2023-01-30
Autores
Ressineti, Telma Renata [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa teve como tema geral a análise do fenômeno do analfabetismo funcional e a noção de alfabetismo funcional, bem como as apropriações deles pelos órgãos governamentais nacionais, com vistas a proporem políticas públicas estatais de avaliação para aferir a alfabetização funcional. Investigamos as condições de produção e reprodução do analfabetismo funcional, buscando correlações com o conceito de qualidade total na educação; extraímos a concepção de conhecimento escolar subjacente às Necessidades Básicas de Aprendizagem (NEBAS); inventariamos os elementos concretos da noção de alfabetização funcional que fundamentam o teste do Indicador Nacional de Alfabetismo Funcional (INAF) e analisamos as matrizes da Prova Brasil, de língua portuguesa, do 5º e 9º ano do ensino fundamental e suas relações com as habilidades do alfabetismo funcional. Constatamos que o problema social do analfabetismo absoluto é o resultado do atraso do poder público em democratizar o ensino elementar e o analfabetismo funcional é resultante da ampliação do acesso à escola pública nos anos de 1990, combinado com a incapacidade da escola pública em formar o alfabetizado funcional. A alfabetização funcional é uma proposta de educação escolar orientada internacionalmente e difundida a partir da Conferência de Jomtien (1990), cujo foco são as NEBAS, a qual inclui leitura, escrita, expressão oral, cálculo e solução de problemas. Em relação ao INAF, concluímos que esse instrumento avaliativo está em consonância com a proposta de currículo escolar do governo brasileiro, no entanto, a sua aplicação periódica não induz os sistemas de ensino a instituírem políticas específicas de alfabetização funcional. Constatamos semelhanças entre as matrizes do INAF e da Prova Brasil; todas as habilidades do alfabetismo funcional do INAF estão contidas na Prova Brasil e a segunda é composta de textos mais complexos, mesmo sendo uma avaliação destinada para crianças e adolescentes, e o INAF destinado para jovens e adultos de 15 a 64 anos. Os dois instrumentos avaliativos privilegiam o conhecimento cotidiano, induzindo uma formação pragmática e utilitarista de força de trabalho desde a escola, conformando os trabalhadores como produtos, cuja qualidade se alinha com o conceito neoliberal da qualidade total. A aprendizagem é verificada a partir de mudança de comportamento visível; ambas as avaliações estão circunscritas à perspectiva funcionalista, linear e reducionista do ser humano. Empreendemos uma pesquisa qualitativa cujos procedimentos foram a análise documental e a bibliográfica. Na pesquisa bibliográfica investigamos o fenômeno do analfabetismo e do alfabetismo funcional, sendo que esse último constitui em uma estratégia do governo brasileiro em oferecer o mínimo de conhecimento à sua população. A alfabetização funcional não é um conceito, pois seu significado muda historicamente, visto que o mínimo necessário de conhecimento para funcionar em sociedade tem relação com os estágios do desenvolvimento das forças produtivas. Na pesquisa documental procedemos à análise da matriz de habilidades do INAF, que afere – no ambiente extra-escolar, o nível de alfabetismo funcional no Brasil; bem como as semelhanças e divergências entre as habilidades para considerar um cidadão alfabetizado funcional, segundo o INAF, e as habilidades de língua portuguesa no ambiente escolar do ensino básico, aferidas por meio da Prova Brasil. Nosso referencial teórico-metodológico foi o materialismo histórico e dialético, a qual impõe que se aborde o analfabetismo como fenômeno complexo, produzido no âmbito da sociedade de classes e a alfabetização funcional enquanto resposta do Estado burguês, de acordo com seu próprio projeto de educação para a classe trabalhadora. Assim, buscamos contribuir para a elucidação das configurações da alfabetização funcional na história recente da educação, enquanto subproduto do processo de democratização do conhecimento na escola, sob a perspectiva político-econômica neoliberal, com uma orientação própria para a formação da mercadoria força de trabalho, flexível, plástica, descartável, enfim, orientada pelos parâmetros da qualidade total.
This research had as its general theme the analysis of the phenomenon of functional illiteracy and the notion of functional literacy, as well as their appropriations by national governmental bodies, with a view to proposing state public evaluation policies to assess functional literacy. We investigated the production and reproduction conditions of functional illitera cy, looking for correlations with the concept of total quality in education; we extract the concept of school knowledge underlying the Basic Learning Needs (NEBAS); we inventory the concrete elements of the notion of functional literacy that underlie the N ational Indicator of Functional Literacy (INAF) test and we analyze the matrices of the Prova Brasil, in Portuguese, for the 5th and 9th grade of elementary school and their relationships with literacy skills functional. We found that the social problem of absolute illiteracy is the result of the government's delay in democratizing elementary education and that functional illiteracy is the result of the expansion of access to public schools in the 1990s, combined with the inability of public schools to educ ate the literate functional. Functional literacy is internationally oriented and spread from the Jomtien Conference (1990), whose focus is the NEBAS, which includes reading, writing, oral expression, calculation and problem solving. Regarding the INAF, we concluded that this evaluation instrument is in line with the Brazilian government's proposal for a school curriculum, however, its periodic application does not induce education systems to institute specific policies for functional literacy. We found simi larities between the INAF and Prova Brasil matrices; all INAF functional literacy skills are contained in the Prova Brasil and the second is composed of more complex texts, even though it is an assessment intended for children and adolescents, and the INAF is intended for young people and adults from 15 to 64 years old. The two evaluative instruments privilege everyday knowledge, inducing a pragmatic and utilitarian training of the workforce from school onwards, shaping workers as products, whose quality is in line with the neoliberal concept of total quality. Learning is verified from visible behavior change; both evaluations are limited to the functionalist, linear and reductionist perspective of the human being. We undertook a qualitative research whose p rocedures were documental and bibliographical analysis. In the bibliographical research, we investigated the phenomenon of illiteracy and functional literacy, the latter being a strategy of the Brazilian government to offer a minimum of knowledge to its po pulation. Functional literacy is not a concept, as its meaning changes historically, as the minimum necessary knowledge to function in society is related to the stages of development of the productive forces. In the documentary research, we analyzed the IN AF skills matrix, which measures in the extraschool environment, the level of functional literacy in Brazil; as well as the similarities and differences between the skills to consider a functional literate citizen, according to INAF, and Portuguese lang uage skills in the school environment of basic education, measured through the Prova Brasil. Our theoreticalmethodological reference was historical and dialectical materialism, which requires addressing illiteracy as a complex phenomenon, produced within the scope of class society and functional literacy as a response from the bourgeois State, in accordance with its own education project for the working class. Thus, we seek to contribute to the elucidation of the configurations of functional literacy in th e recent history of education, as a by-- product of the process of democratization of knowledge at school, from the neoliberal political economic perspective, with its own orientation towards the formation of the commodity workforce, flexible, plastic, dispo sable, in short, guided by the parameters of total quality.
This research had as its general theme the analysis of the phenomenon of functional illiteracy and the notion of functional literacy, as well as their appropriations by national governmental bodies, with a view to proposing state public evaluation policies to assess functional literacy. We investigated the production and reproduction conditions of functional illitera cy, looking for correlations with the concept of total quality in education; we extract the concept of school knowledge underlying the Basic Learning Needs (NEBAS); we inventory the concrete elements of the notion of functional literacy that underlie the N ational Indicator of Functional Literacy (INAF) test and we analyze the matrices of the Prova Brasil, in Portuguese, for the 5th and 9th grade of elementary school and their relationships with literacy skills functional. We found that the social problem of absolute illiteracy is the result of the government's delay in democratizing elementary education and that functional illiteracy is the result of the expansion of access to public schools in the 1990s, combined with the inability of public schools to educ ate the literate functional. Functional literacy is internationally oriented and spread from the Jomtien Conference (1990), whose focus is the NEBAS, which includes reading, writing, oral expression, calculation and problem solving. Regarding the INAF, we concluded that this evaluation instrument is in line with the Brazilian government's proposal for a school curriculum, however, its periodic application does not induce education systems to institute specific policies for functional literacy. We found simi larities between the INAF and Prova Brasil matrices; all INAF functional literacy skills are contained in the Prova Brasil and the second is composed of more complex texts, even though it is an assessment intended for children and adolescents, and the INAF is intended for young people and adults from 15 to 64 years old. The two evaluative instruments privilege everyday knowledge, inducing a pragmatic and utilitarian training of the workforce from school onwards, shaping workers as products, whose quality is in line with the neoliberal concept of total quality. Learning is verified from visible behavior change; both evaluations are limited to the functionalist, linear and reductionist perspective of the human being. We undertook a qualitative research whose p rocedures were documental and bibliographical analysis. In the bibliographical research, we investigated the phenomenon of illiteracy and functional literacy, the latter being a strategy of the Brazilian government to offer a minimum of knowledge to its po pulation. Functional literacy is not a concept, as its meaning changes historically, as the minimum necessary knowledge to function in society is related to the stages of development of the productive forces. In the documentary research, we analyzed the IN AF skills matrix, which measures in the extraschool environment, the level of functional literacy in Brazil; as well as the similarities and differences between the skills to consider a functional literate citizen, according to INAF, and Portuguese lang uage skills in the school environment of basic education, measured through the Prova Brasil. Our theoreticalmethodological reference was historical and dialectical materialism, which requires addressing illiteracy as a complex phenomenon, produced within the scope of class society and functional literacy as a response from the bourgeois State, in accordance with its own education project for the working class. Thus, we seek to contribute to the elucidation of the configurations of functional literacy in th e recent history of education, as a by-- product of the process of democratization of knowledge at school, from the neoliberal political economic perspective, with its own orientation towards the formation of the commodity workforce, flexible, plastic, dispo sable, in short, guided by the parameters of total quality.
Descrição
Palavras-chave
Alfabetismo funcional, Democratização do conhecimento, Políticas de avaliação, Functional literacy, Democratization of knowledge, Evaluation policies