Gestão pedagógica para o letramento: desafios e possibilidades para os anos iniciais do ensino fundamental em uma escola pública estadual de Juiz de Fora/MG

Abstract

The present dissertation, developed within the scope of the Professional Master’s in Management and Evaluation of Public Education (PPGP) at the Center for Public Policies and Evaluation of Education of the Federal University of Juiz de Fora (CAEd/UFJF), is a management case study. This investigates difficulties and obstacles of a state school in the city of Juiz de Fora (MG) in the consolidation of skills and competencies in the Portuguese language, as provided for in the curriculum for the early years of elementary school. Thus, the guiding question of the research was, “What factors, related to the pedagogical management, interfere in the process of literacy and learning of the Portuguese language of students from the early years of elementary school of the state public school surveyed?” The research's overarching goal is to evaluate the factors associated with pedagogical management that impede literacy and language acquisition in the early years of elementary school in the Portuguese language. Additionally, it will suggest management actions and pedagogical practices that will enhance the quality of literacy and language acquisition. As specific objectives, we list: I) describe the factors, related to pedagogical management, that interfere in the process of literacy and learning of the Portuguese language of the students of the first years of elementary school researched; II) analyze the factors, related to pedagogical management, that interfere in the process of literacy and Portuguese language learning of students from the initial years of elementary school of the researched state school; and III) propose management actions and pedagogical practices that contribute to the improvement of the Portuguese language learning and performance of students from the early years of elementary school studied. The research is justified by the necessity of comprehending the causes of the challenges and, equally, the factors that impede the literacy and learning processes of students in the early years of elementary school. The objective is to identify and surmount these obstacles to foster the equal learning and development of all students. The key concepts and authors that gave theoretical support to the research were pedagogical management (Lück, 2009; Machado, 2024; Passone, 2019), literacy (Dorini, 2017; Kleiman, 2005; Soares, 1998; 2004; 2021), and equity (Brazil, 1988; 1996; 2014; 2017; Burgos, 2024; López, 2005). It is adopted as a methodology in case studies, a qualitative approach that uses document analysis resources, bibliographic research, semi-structured individual interviews, and online mixed questionnaires. The results are analyzed using content analysis and data triangulation. The findings of the research relate to the following factors: need for strategic planning; curricular alignment; improvement of the processes of appropriation and monitoring of the results of evaluations; encouragement and promotion of greater family follow-up; actions of training and capacity building for literacy; greater exchange of experiences and successful practices of teachers; a qualified professional to act and collaborate with the director in the tasks of the financial dimension of the school; and excessive use of screens by students. Thus, the analyzed results supported the Educational Action Plan (EAP), suggesting intervention actions in the researched context to overcome the difficulties and factors.