Desafios e entraves na implementação do Projeto Alfabetiza Teresina: dialogando com os gestores e professores da Rede Municipal

Abstract

This dissertation is developed under the Professional Master in Management and Evaluation of Education (PPGP) of the Center for Public Policies and Education Evaluation from the Federal University of Juiz de Fora (CAEd/UFJF). The management case presented analyzes the Alfabetiza Teresina Project, as a public literacy policy implemented in the Municipal Department of Education of Teresina (SEMEC) and the challenges or obstacles in the process of implementing this Project in eight municipal schools in the city of Teresina-PI. The Alfabetiza Teresina Project is a literacy policy that aims to improve the quality of education and, above all, to guarantee that children learn reading and writing by the end of the 2nd year of elementary school. This case study has as a guiding question: What are the challenges faced in the implementation of the Alfabetiza Teresina Project? A general objective, for the execution of this research, is to understand the challenges in the implementation of the Alfabetiza Teresina Project in the municipal education network. The specific objectives are: i) to describe the Alfabetiza Teresina Project, analyzing the challenges or obstacles that permeate its implementation; ii) analyze the performance of school managers and literacy teachers in the context of the Teresina Alfabetiza Project and iii) promote strategic actions to support the management team in monitoring the pedagogical work of literacy teachers and assistants, aiming to improve the performance of these professionals in pedagogical intervention and student learning. The methodological approach used is qualitative and the data generation tools in focus groups with eight managers and literacy teachers from the eight schools. Defined as a theoretical reference to support the research the New Literacy Studies (STREET, 2014) and authors who have a social and discursive approach to literacy practices, such as Ângela B. Kleiman (2005, 2016), Magna Becker Soares (2013, 2019, 2020), Leda Verdiani Tfouni (2017), Roxane Rojo (2009, 2012), among others, which approach the processes, perspectives, and concepts of literacy. The analysis of the data provided contributions that were considered in the elaboration of the Educational Action Plan (PAE), specifically: (i) - Continuing education for school managers and pedagogical coordinators; (ii) - Continuing education for literacy teachers; (iii) - Seminar with managers, literacy teachers, pedagogical coordinators, and secretariat technicians; (iv) – Round of meetings and lectures with families.