O processo de alfabetização com base nos parâmetros curriculares nacionais (PCNS) e na base nacional comum curricular (BNCC)

Abstract

Literacy is an essential process for human development, encompassing not only learning to read and write, but also paves the way for students to act in the world. In essence, literacy represents access to knowledge and citizenship, and is a fundamental tool for social democratization and autonomy. According to Paulo Freire (1987), literacy is more than just mastering the written word, as it also promotes the "reading of the world", that is, the critical understanding of reality, a process through which the individual becomes the protagonist of his or her own story. Thus, literacy is, at the same time, a technical skill and a political and emancipatory act. This process is widely studied and discussed by educators and theorists, who seek to understand how people develop reading and writing skills, and how the social and cultural context influences this learning. Theorists such as Paulo Freire (1996), Emilia Ferreiro (1982) and Magda Soares (2003) argue that literacy occurs through a process of cognitive construction. In their research on the psychogenesis of written language, they demonstrate that children go through different phases when learning to read and write, building hypotheses about how written language works and gradually understanding the alphabetic system. This understanding is a significant advance, as it allows educators to understand the specific stages and difficulties that may arise in the literacy process, enabling a more personalized and effective approach. Unfortunately, according to data from IBGE (2022), the country still has relatively high illiteracy rates, especially in more vulnerable regions, such as the Northeast, and among historically marginalized social groups. The persistence of illiteracy exposes socioeconomic inequalities, indicating the need for specific public policies and inclusive education programs that guarantee the right to education for all. In addition to theoretical and methodological issues, literacy is also addressed as a political and social priority. Universal literacy and improving the quality of basic education are fundamental strategies for combating illiteracy and promoting a more just and informed society. Documents such as the PCNs (1997) and the BNCC (2017) were created and form the pedagogical and political basis for achieving these goals. In this sense, literacy is not only a responsibility of the educational system, but also a commitment of the entire society, as its impact goes beyond the individual sphere, directly influencing the economic and cultural development of a country.