Discurso e ideologia no “Compromisso Nacional Criança Alfabetizada”: governança em rede e os desafios da privatização na educação na formação de alfabetizadores

Abstract

This article discusses the discursive-ideological character enunciated with the institution of the National Commitment to Literate Children - CNCA, considering the ways in which the official discourse is materialized in/by the performance of this policy in action, in each of the initial stages of basic education. For the initial years of primary education, the implementation of the CNCA has been carried out by the education networks in a public-private relationship, with private institutes and companies managing the training axis. In early childhood education, the training axis is materialized in the re-establishment of the partnership between MEC-Redes-Universities, in which the latter are responsible for training teachers of 4 and 5 year olds. Based on the theoretical-methodological assumptions of Ball's policy cycle, the studies on discourse and ideology supported by Bakhtin and Volóchinov, as well as the “molds” of a Network Ethnography proposed by Avelar and Ball, we looked at the documents that established the CNCA, observing how these discourses differ ideologically from one another and what is the argumentative logic that ensures the difference in the organization and management of a policy that “unfolds” in two, which explicitly establishes at the national level a change from the notion of government to network governance.