Programa Piauiense de Alfabetização na Idade Certa (PPAIC): resultados educacionais no ciclo de alfabetização (1º e 2º ano) nas escolas da zona urbana da rede municipal da cidade de Bom Jesus, no estado do Piauí

• Ano de defesa: 2025
• Autor(a) principal: Silva, Josefa Lustosa Lobato e
• Orientador(a): Ferreira, Valdivina Alves
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Católica de Brasília
• Programa de Pós-Graduação: Programa Stricto Sensu em Educação
• Departamento: Escola de Educação, Tecnologia e Comunicação
• País: Brasil
• Palavras-chave em Português: Educação; Crianças; Políticas públicas; Avaliação; Ensino
• Palavras-chave em Inglês: Education; Children; Public policies; Assessment; Teaching
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://bdtd.ucb.br:8443/jspui/handle/tede/3810

This research aims to analyze the results of literacy at the right age from the implementation of the Piauí Literacy Program at the Right Age (PPAIC) in schools in the urban area of the municipality of Bom Jesus, in the state of Piauí. The study is guided by the question: what is the contribution of the PPAIC to the literacy cycle (1st and 2nd grade) of the education network of the municipality of Bom Jesus? The justification is the academic-scientific relevance regarding the possibility of promoting a reflection on the effectiveness of literacy programs implemented in states and municipalities, in addition to adding studies and results to other research on literacy at the right age. The specific objectives are: a) to understand methods, concepts and practices of Literacy at the Right Age; b) to identify the national public policies that supported the creation of the literacy program in Piauí; and c) to compare the results of literacy in the municipality of Bom Jesus, from the implementation of the PPAIC in the municipal education network. The time frame covers the period between 2014-2024, considering the validity of the National Education Plan Law. The research adopted a qualitative approach, with a case study characterization. The methodological procedures were carried out through bibliographic, documentary and empirical research through semi-structured interviews. In the bibliographic research, using the state of knowledge methodology, related works produced until then were sought in the Library of Theses and Dissertations (BDTD). The theoretical basis is based on authors such as Vygotsky (2007), Piaget (1979), Ferreiro and Teberosky (1999) and Soares (2022), to understand child development and the literacy process. The documentary research allowed us to examine the normative documents on Brazilian education at the national, state and municipal levels, with an emphasis on the process of teaching children to read and write, specifically the Federal Constitution of 1998, the Law of Guidelines and Bases of National Education (1996), the National Education Plan (2014-2024), and the Common National Curriculum Base (2017). Empirical research was used to generate and collect data, based on interviews with principals, coordinators and literacy teachers from schools covered by the PPAIC. Thematic Content Analysis by Bardin (1997) was used as a reference. Thus, the results revealed that PPAIC has strengthened teacher training, pedagogical monitoring, and literacy practices. However, challenges remain in relation to equity, inclusion, family engagement, and the sustainability of actions in the education network.