A contribuição do programa alfabetização na idade certa para a compreensão leitora no município de Maracanaú: estudo de caso nas escolas de 9º ano

Abstract

School education is a responsibility shared between the family and the State, which aims to fully develop the student, prepare him for the exercise of citizenship and qualify him for the world of work, as established in the Law of Guidelines and Bases of National Education. In elementary school, the ability to learn has as its basic means the full development of reading, writing and calculation. From this perspective, this research aims to evaluate the contribution of the Literature and Reader Training Axis of the PAIC program, to the consolidation of reading skills among students in the 9th year of elementary school in the municipal network of Maracanaú. As a theoretical and conceptual basis, the research is supported by several theorists: Anjos (2020); Cruz et. al. (2020); Ceará (2012); Koch and Elias (2006); Alliende and Condemarín (2005). A demand of a qualitative nature was carried out, based on the analysis of the documentation that regulates the implementation of the PAIC, the application of a semi-structured interview to the PAIC manager in Maracanaú, questionnaires applied to school managers and teachers of the 9th year classes of three schools with the smallest proficiencies in Portuguese in the 9th year and the three schools with the best proficiencies in 2022 and analysis of the schools' historical line, observed in the Ceará Permanent Basic Education Assessment System (SPAECE). In this study, we opted for the content analysis technique, defended by Laurence Bardin (2004), understood as a set of communications analysis techniques, which aims to obtain, through systematic and objective procedures for describing the content of messages, indicators (quantitative or not) that allow inferences of relative knowledge of production/reception conditions (inferred variables) of these messages. According to the data collected, it is clear that there are several points that limit the policy, in the Reading and Reader Training Axis, namely: monitoring of actions, social issues, infrastructural issues and in particular the focus on external evaluations, such as, for example, SPAECE. Pedagogical practices reveal a greater concentration of efforts towards results, requiring resizing and monitoring of these actions, especially for the planning of pedagogical actions that have the purpose of developing and consolidating reading skills, which consists of the basic competence for a plausible result in external evaluations and essential for the formation of critical citizens and protagonists of their history.