Política educacional de inclusão social: pacto nacional pela alfabetização na idade certa na educação básica

• Ano de defesa: 2024
• Autor(a) principal: SANTOS, Paula Renata Amorin
• Orientador(a): Santos, Danielle Aparecida do Nascimento dos
• Banca de defesa: Di Giorgi, Cristiano Amaral Garboggini , Schlunzen, Elisa Tomoe Moriya , Rodrigues, Sannya Fernanda Nunes , Araya, Ana Maria Osório
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Oeste Paulista
• Programa de Pós-Graduação: Doutorado em Educação
• Departamento: Doutorado em Educação
• País: Brasil
• Palavras-chave em Português: alfabetização; analfabetismo; política pública; inclusão social; PNAIC
• Palavras-chave em Inglês: Literacy; Illiteracy; Public Policy; Social Inclusion; PNAIC
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bdtd.unoeste.br:8080/jspui/handle/jspui/1661

This research of Doctorate Degree belongs to program of postgraduate in education from the University of Western Paulista (UNOESTE) – Line 1: Public Policy in Education, formative process and diversity, and has an object of study, The National Pact for Literacy at the right age (PNAIC) and it your implementation in the Municipal Education Network in Presidente Prudente. The PNAIC is an Education Public Policy of initiative at Ministry of Education and Culture (MEC), whose objective is the eradication of illiteracy on Brazil. In this context, the research problem seeks to identify to what extent the PNAIC was constituted as social inclusion mechanism of the students on the municipal public network in the city of Presidente Prudente. Therefore, sought to answer the following questions: How did it happen the deployment process of PNAIC on the municipal network of Presidente Prudente? What is the effectiveness of pedagogical guidelines on PNAIC as a mechanism of student’s social inclusion from municipal basic education in Presidente Prudente? What assessment is made of PNAIC (advances and setbacks) from your implementation in Presidente Prudente? What weaknesses are present in the elaboration process and implementation of PNAIC that disadvantage the achievement of its main goal? Because it is a public policy that had action of many fronts, with special emphasis on continuing education of literacy teachers, the PNAIC still don´t have a body of knowledge concerning its implementation (strengths and weaknesses) robust and consolidated, making advances difficult in the debate about the topic. Like this, the relevance of research here proposal is in establishing indicators of overcoming possibilities of weakness present in public policy aimed at literacy, with a view to overcoming the challenges still presents in the task of literacy the Brazilian Childrens on the right age. To give theoretical basis to study and enable the proposed discussions, the theoretical frame works was used, elaborated by authors, who have already addressed the issue of literacy and illiteracy, documents referring to legislation relevant resolutions to the elaboration and implementation of PNAIC, evaluation reports Half-yearly and all related documentation to the implementation of PNAIC in Presidente Prudente. For the realization this study, that chosen methodology is of the type qualitative, based on data collection and information, the documentary research, the systematic review of literature and application of narratives interviews. A critical analysis was also conducted on the number of students who failed at the end of the third year of Elementary School. The results confirm the pedagogical effectiveness of the actions of the PNAIC in Presidente Prudente and point to the need for the integration of literacy teachers into the process of elaborating and implementing future public policies for literacy.