Defasagem na alfabetização e no letramento nos anos iniciais: uma análise das estratégias pedagógicas e de gestão em uma escola da Zona da Mata Mineira

Abstract

This dissertation, developed within the scope of the Professional Master's Program in Management and Evaluation of Public Education at PPGP/Caed, analyzes the learning gap in literacy processes in the early years of elementary school in a state school in the Zona da Mata region of Minas Gerais. It investigates the pedagogical, institutional, and contextual factors that influence learning difficulties in reading and writing, as well as the monitoring and intervention actions developed by the school to address this problem. The aim of this study is to answer the following question: "How does the 'Raízes do Futuro' State School, located in the Zona da Mata region of Minas Gerais, understand and address the learning gap in the context of literacy in the early years of elementary school?". Based on this question, the general objective is to understand how the 'Raízes do Futuro' State School addressed the learning gap in the literacy process of students in the early years of elementary school, considering the challenges encountered and the strategies implemented by the institution; the specific objectives are: I) To identify and describe the pedagogical and management actions and strategies implemented by the "Raízes do Futuro" State School for the development of reading and writing in the early years of Elementary Education; II) To analyze the performance and development of students in the literacy process, considering the relationships between pedagogical practices, school management actions, and the results presented by the students; III) To develop an action plan aimed at strengthening pedagogical management, improving literacy practices, and reducing learning gaps in the early years of Elementary Education.The theoretical framework articulates the concepts of learning, according to Piaget (1973) and Vygotsky (1984), and learning gaps, according to Soares (2004), Saviani (2008), and Patto (2015). In the field of literacy and reading comprehension, studies by Ferreiro and Teberosky (1999), Freire (1987), and Schiebel and Pinto (2020) stand out. Regarding pedagogical management, Libâneo (2004), Lück (2009), and Paro (2015) are used. Characterized as a qualitative case study, the research instruments used were document analysis, semi-structured interviews, focus groups, and observation of pedagogical practices in classes from the 1st to the 5th grade of elementary school. The research findings confirm the presence of learning gaps, evidenced by performance indicators in external assessments and by the participants' statements, which pointed to difficulties related to the consolidation of reading and writing. The data reveal learning gaps, difficulties in individualized student support, and the need to strengthen pedagogical practices and school management. The importance of pedagogical mediation, continuous monitoring, and systematic interventions to overcome these difficulties was highlighted. It is observed that the school develops actions to remediate learning, monitor student performance, and plan collectively; however, these actions are still fragmented and require greater articulation and continuity.Based on these results, an action plan was developed aimed at strengthening pedagogical management, improving literacy practices, and reducing learning gaps in the early years of elementary school.