A alfabetização no contexto do compromisso nacional criança alfabetizada: desafios de uma escola pública da rede estadual de Minas Gerais

Abstract

This dissertation is developed within the scope of the Professional Master's Degree in Education Management and Assessment (PPGP) of the Center for Public Policies and Education Assessment of the Federal University of Juiz de Fora (CAEd/UFJF). The management case analyzes the understanding of school professionals about literacy, considering what happens in the school and how the collective could reflect on possible ways to improve reading development. It is a school of the initial years of the state education network, located in Juiz de Fora - Minas Gerais. To this end, the following research question was defined: how do professionals at the field school understand what children considered literate can read and what activities they should carry out independently? Based on this question, the general objective was defined to understand the experiences of school professionals with literacy, taking the 2nd year of elementary school as a reference, in order to propose an Action Plan that contributes to the goals of the public policy National Commitment to Literate Children. Based on the question and the general objective, the following specific objectives were defined: i) to discuss the study context of this dissertation based on the analysis of public policies aimed at literacy and knowledge of the characteristics of the rural school; ii) to analyze the responses of school professionals (school management, specialists and teachers) to a reading protocol, seeking to identify teachers' experiences regarding what children considered literate read and what activities they could carry out; iii) to propose an Educational Action Plan (PAE) that aims to contribute to the consolidation of the processes of acquiring reading skills in the school where the research was conducted, based on the research findings. The methodology used is qualitative and was adopted to produce data collected in documents on literacy policies at national and state levels and records of the school studied, as well as analysis of the results of internal and external evaluations and the application of a reading protocol, with the analysis being presented in a workshop for the school's teachers and managers. Based on the analysis of the results of the application of the reading protocol, it was possible to determine that teachers consider that a literate student can read simple words, but does not yet have consolidated skills related to reading and interpreting texts. The conclusions point to the need for pedagogical work that includes reading development through literacy and support from school and pedagogical management to literacy teachers. This finding leads us to propose the development of pedagogical support material to be collectively constructed based on the school's diagnosis.