Os efeitos do programa de intervenção pedagógica no ciclo de alfabetização: o desafio para que todos os alunos leiam e escrevam até os oito anos de idade

Abstract

The present work had as objective to analyze the implementation of Pedagogical/Literacy Intervention at the right time on Regional teaching Superintendence Leopoldina in order to propose the improvement of their actions, in view of the complexity that pervades the teaching of reading and writing in the initial years. This program, while a public policy of the Government of Minas Gerais, was developed aiming to become-if the transformation of the classroom so that every child read and write until he was eight years old. Its organizational structure left negative results presented by the evaluation programme of literacy (PROALFA), in 2006, which assessed the reading and writing skills of the students of 3rd year literacy cycle. The justification for carrying out such research lies in the fact that the PIP/ATC is a permanent challenge is to guarantee success in literacy and literacy of the students of the early years. Accordingly, this study sought to examine the effects of that policy on the performance of students from two schools of that supervision, taking into account the work done by the regional team of analysts and inspectors and the influence of this work in the actions performed by the school team. The research, from the qualitative methodology, developed through analysis of documents, questionnaires and interviews with actors who get involved, more directly, with the implementation of the actions provided for by the program. From the proposed analysis, it was possible to realize that the PIP/ATC focused classes from 3rd year literacy cycle, since many students who were in these classes were not properly literate, even after two years of schooling. Coupled to this, it was observed that the evolution of the results of the students during the program implementation is uneven which weakens its shares and the scope of the proposed target: "every child reading and writing until he was eight years old." In this way, the Educational Action Plan (PAE) proposed here turns to two central axes. The first refers to the educational literacy cycle monitoring, considering the expansion of the focus of work in schools, in order to prioritize, not only third-year classes, but the teaching block as a whole. The second axis is directed to the strengthening of educational management since it is this the main dimension of school management, the learning of all students.