Avaliação das contribuições do Programa de Apredizagem na Idade Certa (PAIC) no 2° ano do ensino fundamental sob a perspectiva dos professores alfabetizadores de uma escola pública de Aquiraz

Abstract

This research focused on the Literacy Programa the Right Age (PAIC), which had its origin in 2005 in the state of Ceará. In 2007, the program was institutionalized as a state public policy, expanding its reach and impact to the 184 municipalities of Ceará. In 2022, the program went through another phase of expansion, becoming the Learning Programa the Right Age – PAIC Integral. The contributions of this program to the development of literacy at the appropriate age are characterized as the object of this research, which is guided by the following central question: What are the contributions of the PAIC actions to the development of children's literacy in the 2nd year of Elementary School from the perspective of teachers? Triggered by this issue, the studies were promoted, with the general objective of evaluating the contributions of the PAIC, as a public policy for the development of literacy of children in these cond-year of Elementary School, from the perspective of literacy teachers in a public school in Aquiraz. The specific objectives are: (1) examine the PAIC as a public policy of the state of Ceará, situating the literacy process in this context; (2) investigate the conceptions of literacy teachers from a public school in the municipality of Aquiraz about PAIC, considering the use of pedagogical resources in the context formative practices; (3) analyze the pedagogical actions of literacy teachers in these cond-year of Elementary School in a public school in Aquiraz, in view of the contributions of PAIC to the literacy process. Regarding the evaluative perspective of the policy, there search is based on the assumptions of In-Depth Evaluation. Methodologically, this research has a qualitative approach, of a basic, exploratory and descriptive nature. Six teachers who work in these cond-year of Elementary School classrooms, effective in the municipal network of Aquiraz, participated in this research. The investigation was carried out in four stages: 1) Bibliographic research through the review of selected works; 2) Documentary research characterized by the collection and analys is of documents that permeate the investigated institution; 3) Field research through semistructured interviews and non-participatory observation and 4) Production of the dissertation report using the Fedathi Sequence as a data analysis methodology. We observed that the participants were not only familiar with the policy but also recognized the significant role PAIC plays in improving the literacy process of children in these cond-year of Elementary School.