Políticas educacionais: (re)configurações e perspectivas a partir de um olhar avaliativo sobre o Programa Alfa 1, 2, 3 em uma escola municipal de Fortaleza-Ceará (2022-2023)

Abstract

This research evaluates an educational public policy implemented in the municipality of Fortaleza, focusing on the assessment and recovery of learning among early years students in primary education through the Alfa 1, 2, 3 Program. The COVID-19 pandemic exacerbated significant challenges in literacy, especially during the initial years of schooling, requiring the adoption of new pedagogical strategies. Within this context, the general objective of the study was to evaluate the Alfa 1, 2, 3 Program of the Fortaleza Municipal Education Network, with emphasis on learning recovery, particularly in literacy processes for 1st and 2nd grade classes during the years 2022 and 2023. The specific objectives were: (a) to present the learning recovery policy named Alfa 1, 2, 3 Program, with emphasis on early years of primary education and its focus on literacy at the appropriate age during the return to face-to-face classes post pandemic; (b) to investigate the implementation of the program in strengthening pedagogical actions for literacy in 1st and 2nd grade classes, based on individual student reports produced by teachers; and (c) to analyze the program’s contribution to the development of students’ reading and writing skills, using data from the Network Diagnostic Assessments (ADR). A mixed-methods approach (quantitative and qualitative) with a descriptive character guided the research, which relied on document analysis. The study examined reading and writing results from the ADR assessments and teacher-produced individual reports from both participant and non-participant 1st and 2nd grade classes. The methodological proposal was grounded in Lejano’s (2012) experiential model for integrating quantitative and qualitative approaches in policy analysis, and content analysis techniques (Bardin, 2011) were applied to the reports. The research was conducted in a municipal public school in Fortaleza that was included in the program. The findings reveal positive outcomes from the Alfa 1, 2, 3 Program in addressing the learning setbacks caused by the pandemic, particularly by promoting significant progress in the literacy process. It is concluded that the program may serve as a model for future initiatives in Fortaleza’s municipal education system, enhancing educational policy development and ensuring every child’s right to quality literacy. Inserir o arquivo.