Bloco pedagógico de alfabetização: possibilidades e entraves desta política em duas escolas da rede municipal de Juiz de Fora

Abstract

The present dissertation analyzes the hurdles and the possibilities of implementing the Alphabetization Pedagogical Block in two municipal schools in Juiz de Fora. It is a public policy imposed by the National Curricular Guidelines in 2010 and implemented in the municipality in 2011. Adopting such policy is a strategy that aims to alphabetize every student in the right age, contributing to decreasing the age-grade distortion that afflicts school managers and teachers. The research is qualitative and the methodology adopted is the case study. Bibliographic and documental surveys were conducted. Moreover, 14 school professionals of the municipal public network of Juiz de Fora were interviewed, among teachers, pedagogical coordinators, managers and technicians from the Secretariat of Education. Such course of action was of fundamental importance to deepen the issues regarding the implementation of the Pedagogical Block and the data analysis provided basis to the writing of this dissertation. Based on the conducted interviews, a few negative points regarding the policy have arisen, such as: lack of interest and supervision from the parents in their children’s school life, learning issues, lack of planning time, among others. These elements provided foundation to creating an Education Action Plan, aiming to contributing to improving the mentioned points. The research is relevant by contributing to the success of the students in the stage of alphabetization, thus developing skills and competencies, such as reading, writing and calculating, among others, essential to future learning, and its results may also be utilized by other schools of the municipal network which have the same characteristics as the ones involved in this study.