O papel do planejamento pedagógico como ferramenta para alcançar a alfabetização plena até o 2º ano do ensino fundamental: um estudo da rede municipal de educação de Ubá - MG

Abstract

This dissertation, developed within the scope of the Professional Master’s PrograminPublic Education Management and Evaluation (PPGP) at the Center for PublicPolicies and Education Evaluation of the Federal University of JuizdeFora(CAEd/UFJF), focuses on the pedagogical planning carried out by theMunicipal Department of Education of Ubá (SME/Ubá) and the challenge of ensuringliteracyfor all students by the end of the 2nd year of Elementary School (EF). Theguidingresearch question is: how can the pedagogical planning developed by thenetworkcontribute to achieving the goal of literacy for all students by the end of the2ndyearof EF? The general objective is to investigate the effectiveness of this planningintheliteracy process, aiming to propose improvements that strengthen thenetwork’sactions. The specific objectives include: describing how planning and its monitoringare carried out by the SME; analyzing how teachers appropriate this material intheirdaily classroom practices; and proposing an Educational Action Plan(PAE)toenhance the strategies adopted. The justification for the research is groundedinconcerning data: according to the 2022 Fluency Assessment, approximately65%of2nd-year students did not achieve minimum reading skills. This scenarioiscorroborated by evaluations such as ANA and PROALFA. This is a qualitativestudywith extensive document analysis, using focus group discussions as a datacollectioninstrument, involving literacy teachers and pedagogical supervisors fromtwomunicipal schools. The analysis was based on authors who discuss literacyfromadiscursive and sociocultural perspective, such as Ferreiro and Teberosky(1986),Soares (2004, 2010), Mortatti (2008), and Smolka (1988), as well as studiesonplanning, teacher knowledge, and professional development, includingLibâneo(1994), Pimenta (1997), Tardif (2002), Gatti (2008), Luck (2009), Padilha(2001), andFusari (1990). The data analysis identified weaknesses in teachers’ appropriationofthe planning and gaps in how this process is conducted and monitored by theSME. The main findings reveal that, despite the efforts of the technical team, theplanningstill lacks greater systematization, follow-up, and alignment with classroompractice.The proposed Educational Action Plan focuses on institutionalizing planningtime,valuing teacher input, and strengthening ongoing professional development linkedtopractice. Therefore, this study provides concrete contributions to improvingthelocal 11public literacy policy, potentially generating significant impacts on learningoutcomesif its proposals are effectively implemented.