PNA and teaching practice: reflections on methods and processes

Abstract

This article aims to reflect on literacy methods adopted by literacy teachers of the municipal network of Espinosa – MG, in dialogue with the school culture and the propositions of the National Literacy Policy. The research had as an analytical question: The literacy practices developed by Espinosa's teachers incorporated the guidelines and knowledge that are proposed in National Literacy Policy (PNA), including the use of the phonic method? What dialogues can be perceived between the PNA and the school culture constituted in the teaching practices of reading and writing by literacy teachers? To understand the confluencys between a PNA, the conceptions and practices of literacy teachers used the questionnaire and interview. It was found that teaching practice is supported bys experiences in literacy,that constitutes in to school culture already previously constructed by teachers, in which they adopt methodologies that refer to traditional methods and literacy, not realizing specific influence of the PNA.