Abstract

NUNES, Suzana Mary Andrade  and  SOUZA, Verônica dos Reis Mariano. Multiple interfaces from initiating to reading and writing: teaching and learning process in public schools in the state of Sergipe. Sér.-Estud. [online]. 2023, vol.28, n.64, pp.89-110.  Epub Jan 05, 2024. ISSN 2318-1982.  https://doi.org/10.20435/serieestudos.v28i64.1745.

This study analyzes public educational policies based on governmental commitments to nternational agendas in interface with the theoretical bases that supported government programs, in order to overcome illiteracy since Brazil’s redemocratization process. Therefore, it dialogues with the messages of the Directors General of the United Nations Educational, Scientific and Cultura Organization (UNESCO) for the years 2017 to 2021, and with the proposals and reports of the Education for All (EPT) by 2030, in the regarding government investments directed to schools in different countries, including Brazil. With this, the results of the evaluations focused on literacy results were analyzed: National Literacy Assessment (ANA), in the period of 2016, and the National Assessment of School Performance (2020), carried out by the National Institute of Studies and Research Anísio Teixeira (INEP), which comprise the Basic Education Assessment System (SAEB), as well as the assessment applied by the State of Sergipe Assessment System (SAES), in the period of 2021, in the sense of rethink public policies and the process of continuity for the execution of an educational project that effectively promotes the literacy of Brazilians in the 21st century.

Keywords : public policy; literacy of regular school children; UNESCO.

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