A política de alfabetização na rede municipal de Teresina: limites e possibilidades na atuação dos gestores

Abstract

The present work was developed within the scope of the Professional Master in Management and Evaluation of Education (PPGP) of the Center of Public Policies and Evaluation of education at the Federal University of Juiz de Fora (CAEd / UFJF). The study aimed to analyze how school managers understand how literacy policies implemented in the municipal network of Teresina. We assume as a hypothesis that there is a misunderstanding on the part of the principals about literacy policy cycle of the network. To verify this aspect, we use as evidence the monitoring of the literacy process carried out through the SIGA-SEMEC system that takes into account information about the students' writing and reading level. Based on these data, we applied a questionnaire having as a cutout the schools of the Teresina municipal network located in the North Zone, to verify the managers' understanding about literacy policies and their monitoring and follow-up processes. The data were analyzed in the light of the theoretical framework composed by authors such as Magda Soares (2003, 2006, 2016), Paulo Freire (1987), Emília Ferreiro (1979, 1985), Lemle (1994), Morttati (2013), João Batista Araújo and Oliveira (2004) and, as a theoretical subsidy to provide monitoring analysis, Januzzi (2009) and Sousa (2013), who discuss literacy meanings, literacy policies and programs in conjunction with elements of public policy monitoring. The research data pointed out that there are, on the part of the directors, difficulties in understanding the policy, insecurities in the use of the SIGA-SEMEC system and doubts in the classification of students by reading and writing levels, as well as divergence from teachers, which leads them to resort to the assistance of the superintendents. Looking for ways to alleviate this issue, we proposed an action plan related to the training of managers in aspects concerning literacy through continuous training.