From education notebooks to teacher’s voices: the impacts of PNAIC policy on teacher work

Abstract

The Brazilian policies of teacher’s continuing education assume, in discourse and practice, a character gerencialist that acts on teachers, describing and regulating the ways of managing and being at school. In this sense, the paper aimed to analyze the impacts of training policy, materialized in the National Pact for the Literacy on Right Age (PNAIC) on the work of literacy teachers, in the context of the Municipal Network of Education from Santa Maria, Rio Grande do Sul, Brazil. Specifically, we look to the reverberations that policies had on ways for being and managing the learning and teaching acts. Articulating the critical-interpretive analyses of training notebooks with the discourses of PNAIC’s teachers, we make a point for the set policies, discursive and practical order, which had operationalized in a continuous training context, and had enacted in classrooms and subjected by teachers. We concluded that these policies are configured in the neoliberal ideology of education ruled by accountability processes. Although such policies are configured as accountability and accountability mechanisms emerging in the neoliberal model of Education, we conclude that they are also spaces of struggle and resistance, especially when they promote the defense of emancipatory training that enhances the creation and strengthening of a culture of teaching authorship and co-authorship.