Intending to analyze the relationship between continued training within the scope of the National Literacy Policy- PNA with the [im]posed curriculum, thinking about the [inter]dicted dialogues that frame so many other discourses that go beyond the pretension of the one/single word, from the Literacy Practices Course, looks at the discursive materialities "Literacy Practices: Book of the Literacy Teacher - Strategies" (Brasil, 2021a) and "Literacy Practices: Book of Activities" (Brasil, 2021b). Qualitative in nature (Sampieri; Collado; Lucio, 2013), it uses Discursive Dialogical Analysis (ADD) (Brait, 2006), in view of the concrete statements of the Official Discourse based on the aforementioned materialities, dialoguing with authors in the field of discourse (Bakhtin, 2011; 2017; Volochinov, 2017); educational policies (Ball, 2001); of the Curriculum (Lopes, 2004; Lopes; Macedo, 2011); literacy (Soares, 2004; 2020), among others. The results are indicators that, like previous policies, the PNA, as a voice of authority, permeates the official literacy curriculum, being able to reflect on the speeches and practices of literacy teachers, even within the recontextualization process. By dictating "new" senses and meanings for literacy as a skill based on the linguistic code, it [imposes] the curriculum for the literacy circle, privileging content and strategies anchored in systematic phonics instruction, prohibiting other possibilities of meaning: writing as code; literacy as the ability to encode/decode; phonic method; focus on teaching the grapheme-phoneme relationship and the isolation of phonemes.
