<b>AMONG ANTITHESIS AND PARADOXES: THE LITERACY CYCLE IN EDUCATIONAL POLICIES

Abstract

- The article discusses literacy senses and their implications for teaching practice that unfold production of contemporary educational policies and far-reaching – the National Pact for Literacy in the Age One (2012) and the Common Core Curriculum (2015). Thus, from the relationship between curriculum and training policies observing the interweaving of these, not as cause and effect, but as complex and ambivalent process takes as a theme of questioning the concept of literacy cycle institutionalized from the expansion of primary education in 9 years and observes how this is thematized in the analyzed policies. Notes the construction of antitheses and paradoxes that mean the literacy teachers practices seeking to discuss about the significance that this question gains in policy, which takes place from research on curriculum policies and seated literacy in a discursive perspective comprising the production of policies and political productions-discursive. It is argued that the displacement/sliding significant as literacy, cycle, assessment, knowledge in the analysis of own understanding of literacy cycle observed in the different documents is organized in the production of a pedagogical discourse that means investing in a given perspective of teaching literacy practice, joint that creates demands for daily production curriculum in the early years of elementary school.