Alfabetização e letramento: desafios e possibilidades de uma escola pública municipal a partir do Pacto Nacional pela Alfabetização na Idade Certa

Abstract

This work is a study of the impact of PNAIC – Pacto Nacional pela Alfabetização na Idade Certa (National Pact for Literacy at the Right Age), on one school of the municipal school system of Juiz de Fora/MG, from two perspectives: that one of the school administration and the other of the school's literacy teachers. The research aimed (1) to understand and analyze the routine strategies used by the management staff of that school to promote PNAIC; (2) to check if there was some sort of monitoring on the part of the management staff of the pedagogical practices adopted by the teachers from the implementation of the program; (3) to analyze the evaluation of the literacy teachers about the continuing education courses offered by the program. Authors such as Soares (1998, 2004), Kleiman (2008), Mortatti (2006) and Tfouni (2010) theoretically support the reflections on alphabetization and literacy presented in this research and defended by the program. The methodology adopted was the qualitative approach and interpreting the data using the following instruments: document analysis, interviews, and surveys. The analysis of the data gave us a diagnostic: (1) the lack of family participation in the school life of the children; (2) the necessity of better use of the educational course ware of the Pact and the transformation of the classrooms into an alphabetization environment; (3) the necessity of the organization of a system to monitor the evaluation of pedagogical practices and administrators of the implementation of PNAIC. Based on this diagnostic, it was possible to elaborate an Educational Plan of Action – PAE (Plano de Ação Educacional) – that proposes strategies so that the related deficiencies might be remedied for a better administration of PNAIC in this school.