Avaliação do Programa Aprendizagem na Idade Certa: um estudo das percepções dos professores acerca das contribuições na aprendizagem dos alunos do 9º ano do Ensino Fundamental

Abstract

The Learning at the Right Age Program (MAIS PAIC) was created during the administration of the then governor of the State of Ceará, Cid Ferreira Gomes, in 2007 as the Literacy at the Right Age Program (PAIC). Established as a cooperation initiative between the state government and the municipalities of Ceará, with the objective of supporting the literacy of students in the public school system until the end of the 2nd year of Elementary School (EF). For this research, we are interested in MAIS PAIC, in the time frame (2015-2022), a period of expansion of actions and goals until the 9th year of EF. The contributions of this program to the learning of 9th-year EF students configure the object of study of this research, which is guided by the question: in light of the perception of the 9th-grade teacher, how does the MAIS PAIC program contribute to the learning of 9th-grade EF students in a municipal public school in Fortaleza? The study of this aspect constitutes the relevance of this research. Based on the problem, the objective is to evaluate, from the teachers' perspective, the contributions of the MAIS PAIC program to the learning of 9th grade students in elementary school, concerning the mastery of the fundamental skills of reading, writing, arithmetic and science. The research was conducted in a public school in the city of Fortaleza, chosen due to its low performance in SPAECE, in mathematics. Six teachers who work in the school's 9th grade classes, in the subjects of Portuguese, Mathematics and Sciences, participated in the research. Methodologically, the research uses the analytical deductive method of qualitative approach, of a basic and exploratory nature and descriptive as to the objectives. It has elements of bibliographic research, with analysis of works in national databases; documentary research, with analysis of management instruments; and empirical research, carried out through interviews and participant observation and of the school's routine. We found that teachers were not aware of this public policy and how it manifests itself in school routines and teacher training, as well as that there was a variation in the perception of the teachers surveyed regarding the program's contributions to the learning of 9th grade EF students. This research raises reflections that can help to better understand the program's contributions to the learning of 9th grade EF students, concerning the mastery of reading, writing, arithmetic and science skills, contributing to the emergence of new discussions about its impacts, including the expansion to PAIC INTEGRAL, which was not covered in this research.