<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2318-1982</journal-id>
<journal-title><![CDATA[Série-Estudos]]></journal-title>
<abbrev-journal-title><![CDATA[Sér.-Estud.]]></abbrev-journal-title>
<issn>2318-1982</issn>
<publisher>
<publisher-name><![CDATA[Universidade Católica Dom Bosco]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2318-19822023000300089</article-id>
<article-id pub-id-type="doi">10.20435/serieestudos.v28i64.1745</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Múltiplas interfaces da iniciação à leitura e à escrita: processo de ensino e de aprendizagem em escolas públicas do estado de Sergipe]]></article-title>
<article-title xml:lang="en"><![CDATA[Multiple interfaces from initiating to reading and writing: teaching and learning process in public schools in the state of Sergipe]]></article-title>
<article-title xml:lang="es"><![CDATA[Múltiples interfaces desde la iniciación a la lectura y la escritura: proceso de enseñanza y aprendizaje en escuelas públicas del estado de Sergipe]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nunes]]></surname>
<given-names><![CDATA[Suzana Mary Andrade]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Verônica dos Reis Mariano]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Sergipe (UFS)  ]]></institution>
<addr-line><![CDATA[Aracaju Sergipe]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2023</year>
</pub-date>
<volume>28</volume>
<numero>64</numero>
<fpage>89</fpage>
<lpage>110</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2318-19822023000300089&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2318-19822023000300089&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2318-19822023000300089&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este estudo analisa as políticas públicas educacionais, a partir dos compromissos governamentais com as agendas internacionais em interface com as bases teóricas que fundamentaram os programas governamentais, a fim de superar o analfabetismo desde o processo de redemocratização do Brasil. Assim sendo, dialoga-se com as mensagens das diretoras gerais da Organização das Nações Unidas para a Educação, a Ciência e a Cultura (UNESCO), referentes aos anos de 2017 a 2021, e com as propostas para Todos (EPT) até 2030, no tocante aos investimentos governamentais direcionados às escolas de diferentes países, como o Brasil. Com isso, analisaram-se os resultados das avaliações voltadas à alfabetização: Avaliação Nacional de Alfabetização (ANA), no período de 2016, e a Avaliação Nacional de Rendimento Escolar (2020), executadas pelo Instituto Nacional de Estudos e Pesquisas Anísio Teixeira (INEP), as quais compreendem o Sistema de Avaliação da Educação Básica (SAEB), bem como a avaliação aplicada pelo Sistema de Avaliação do Estado de Sergipe (SAES) no período de 2021, no sentido de repensarmos as políticas públicas e o processo de continuidade para execução de um projeto educacional que promova efetivamente a alfabetização dos brasileiros e brasileiras no século XXI.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract 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&#8217;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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio analiza las políticas públicas educativas, a partir de los compromisos gubernamentales con las agendas internacionales en interacción con las bases teóricas que fundamentaron los programas gubernamentales, a fin de superar el analfabetismo desde el proceso de redemocratización de Brasil. Siendo así, se dialoga con los mensajes de las directoras generales de la Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO), referentes a los años 2017 a 2021, y con las propuestas para Todos (EPT) hasta 2030, en lo que se refiere a las inversiones gubernamentales dirigidas a las escuelas de diferentes países, como Brasil. Con eso, se analizaron los resultados de las evaluaciones volcadas a los resultados de la alfabetización: Evaluación Nacional de Alfabetización (ANA), en el período de 2016, y la Evaluación Nacional de Rendimiento Escolar (2020), ejecutadas por el Instituto Nacional de Estudios e Investigaciones Anísio Teixeira (INEP), las cuales comprenden el Sistema de Evaluación de la Educación Básica (SAEB), así como la evaluación aplicada por el Sistema de Evaluación del Estado de Sergipe (SAES) en el período 2021, en el sentido de repensar las políticas públicas y el proceso de continuidad para ejecución de un proyecto educacional que promueva efectivamente la alfabetización de los brasileños y brasileñas en el siglo XXI.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[políticas públicas]]></kwd>
<kwd lng="pt"><![CDATA[alfabetização de crianças do ensino regular]]></kwd>
<kwd lng="pt"><![CDATA[UNESCO]]></kwd>
<kwd lng="en"><![CDATA[public policy]]></kwd>
<kwd lng="en"><![CDATA[literacy of regular school children]]></kwd>
<kwd lng="en"><![CDATA[UNESCO]]></kwd>
<kwd lng="es"><![CDATA[políticas públicas]]></kwd>
<kwd lng="es"><![CDATA[alfabetización de los niños regulares]]></kwd>
<kwd lng="es"><![CDATA[UNESCO]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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