Avaliação da política de recomposição da aprendizagem: Programa Alfa 1, 2, 3, em Fortaleza, no período de 2023

Abstract

In 2019, the planet was affected by a health crisis as a result of the circulation of a fatal virus called Coronavirus. Here in Brazil, the first case appeared in February 2020 and, the following month, the transmission of the virus was already installed throughout the national territory. The Covid-19 pandemic left a legacy of damage to education in Brazil, highlighting more social and educational inequalities, which motivated the creation of public policies at the national, state and municipal levels. In this context, the general objective of this research was to evaluate the Public Policy for the Recomposition of Learning Alpha 1, 2, 3, whose focus was to recompose the learning of students who failed to consolidate literacy in 1º, 2º and 3º Year of Elementary School. We present as specific objectives: Analyze the evolution of learning through the results of the initial, intermediate and final Network Diagnostic Assessments (ADRs) of 3rd year students during the year 2023; Verify what were the adjustments in the 3rd year school curriculum to serve students within the scope of the learning recomposition program; Identify the strategies used in six schools, one of each Education District, with better performance, comparing the evolution of the initial ADR with the final one. We emphasize that it is also of interest to understand the perspective of teachers and pedagogical coordinators Who experienced, in practice, the policy in question, allowing a more comprehensive and contextualized analysis of the challenges and advances in the implementation of the proposal. For this, the documents that regulate the aforementioned program at the federal, state and municipal levels were analyzed. The methodological proposal was based on the assumptions of the In-Depth Evaluation (Rodrigues, 2008; 2016) and included the application of semi structured interviews for data collection, which were analyzed based on Laurence Bardin's theory, Content Analysis -CA. The locus of the research was six schools of the municipal network of Fortaleza. The results showed the growth with teachers who confirmed the growth of the learning of students in the 3rd year of Elementary School resulting from the intervention strategies, the collaborative work of the pedagogical coordinator and the learning assistant. We therefore conclude that using intervention strategies and monitoring the development of learning is the basis for the literacy process.