摘要：This work contextualizes the path of discourses in the field of reading instruction by examining its early methods with and without spelling, discursive orders such as the analytic and the synthetic one, and proposals of literacy disseminated by public policies such as Programa Nacional do Livro Didático and Provinha Brasil, concerning the implementation and assessment of reading instruction by setting up the nine-year elementary/middle school education from 2006 on. This contextualization aims at situating the updating of early methods of reading and writing teaching and their discursive orders in proposals for contemporary reading instruction.
其他摘要：This work contextualizes the path of discourses in the field of reading instruction by examining its early methods with and without spelling, discursive orders such as the analytic and the synthetic one, and proposals of literacy disseminated by public policies such as Programa Nacional do Livro Didático and Provinha Brasil, concerning the implementation and assessment of reading instruction by setting up the nine-year elementary/middle school education from 2006 on. This contextualization aims at situating the updating of early methods of reading and writing teaching and their discursive orders in proposals for contemporary reading instruction.
关键词：Mainstream Literacy Methods. Contemporary Literacy Proposals. Cultural Studies in Education. Programa Nacional do Livro Didático. Provinha Brasil Policy.;Métodos Tradicionais de Alfabetização. Propostas Contemporâneas de Alfabetização. Estudos Culturais em Educação. Programa Nacional do Livro Didático. Provinha Brasil.
其他关键词：Mainstream Literacy Methods. Contemporary Literacy Proposals. Cultural Studies in Education. Programa Nacional do Livro Didático. Provinha Brasil Policy.
