Banca de QUALIFICAÇÃO: ADRIANA BORGES DOS SANTOS RODRIGUES

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
DISCENTE : ADRIANA BORGES DOS SANTOS RODRIGUES
DATA : 01/12/2026
HORA: 14:00
LOCAL: https://meet.google.com/khx-zkgb-qbi
TÍTULO:

WEAVING READINGS: LITERATURE IN THE LITERACY CYCLE BETWEEN RULES AND MEANINGS IN THE PNLD LITERARY (2018–2023)

PALAVRAS-CHAVES:

PNLD Literário (Literary PNLD); Literary reading; Literacy; Public policies; School collections.

PÁGINAS: 110
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
RESUMO:

What path does a literary book take before reaching a child’s hands? This question guides this dissertation, developed within the Graduate Program in Education (PPGEdu)—a Master’s degree program at the State University of Mato Grosso (UNEMAT)—and associated with the research line "Teacher Education, Policies, and Pedagogical Practices" as well as the "Study and Research Group on Teacher Education, Management, and Educational Practice" (GEFOPE). The investigation focuses on the National Program for Books and Didactic Materials (specifically the *PNLD Literário*—the literary component of the program), examining the 2018 and 2023 editions with an emphasis on initiatives and documents related to the literacy cycle. It encompasses calls for submissions, digital guides, and records of book selections, tracing the policy’s trajectory from the establishment of evaluation criteria to the final choices made within the school environment. The objective is to analyze how these documents articulate and express specific conceptions of literature, reading, and the development of readers, while considering the interplay between institutional selection requirements, the pedagogical goals of literacy, and the recognition of literature as an aesthetic, symbolic, and formative experience. The study is premised on the understanding that public policy does more than simply determine which books are made available to schools; it also plays a role in legitimizing certain conceptions of literature and reader development, potentially either expanding or restricting children’s opportunities to engage with literary experiences. This research employs a qualitative approach, is documentary in nature, and follows a descriptive-interpretative perspective. It is grounded in the work of Bortoni-Ricardo (2008), whose contributions inform the organization of the study through the use of research questions, assertions, and data triangulation. The corpus comprises the calls for submissions and the digital guides for the 2018 and 2023 editions of the PNLD Literário (National Textbook Program – Literary Component), as well as the minutes and the official record of book selections from 2018 at a municipal public school in Confresa (MT). The triangulation accounts for the distinct functions of these sources: the calls for submissions establish selection criteria, the guides present the works and provide guidance for selection, and the school records formalize the institution’s decisions. Although equivalent school records are not available for both editions, synthesizing these sources makes it possible to compare prescriptions, guidelines, and actual selections. The analysis also considers silences, omissions, and aspects that remain implicit within the documents. Preliminary results, concerning the calls for submissions, indicate varying ways in which the aesthetic dimension of literature is linked to the goals of literacy education. In 2018, the focus is on aspects related to aesthetic experience and the expansion of children’s imagination; by 2023, the connections between selection criteria and the requirements of the literacy process—including expectations for pedagogical use—become more explicit. These shifts highlight both the convergences and the tensions between the aesthetic, symbolic, and formative potential of literature and the pedagogical objectives of schooling. Further investigation, involving an analysis of the digital guides and the 2018 school records, will provide insight into how policy guidelines relate to the choices formalized by the school and how they contribute to the development of literary collections intended for children during the literacy cycle.

MEMBROS DA BANCA:
Presidente - 32795003 - ANGELA RITA CHRISTOFOLO DE MELLO
Externo ao Programa - 54001002 - GENIVALDO RODRIGUES SOBRINHO
Externa ao Programa - 26893004 - SANDRA REGINA BRAZ AYRES
Externa à Instituição - JAQUELINE SALANEK DE OLIVEIRA NAGEL - UFMT
Externo à Instituição - NATANIEL DOS SANTOS GOMES - UEMS