Análise de Políticas Públicas no contexto do retorno às aulas pós-pandemia da Covid-19: a fluência leitora de estudantes do 2º ano do ensino fundamental

Abstract

The present study was developed in the line of research Public Policies in Education, Training Processes and Diversity of the Postgraduate Program in Education at the University do Western São Paulo. It aimed to analyze public policy to read the students in the 2nd year of Elementary School, at national, state level and specifically in the Education Board of the Presidente Prudente Region, in the context of returning to presential classes. To this end, we studied the theoretical assumptions that pertain to teaching reading; we analyzed data on the Reading Fluency Assessment and actions to redirect teaching practice to restore students’ reading learning. The research took place in a bibliographic and documentary form, through laws, ordinances, opinions, guidelines, books, articles; consultation of the catalog of theses and dissertations from the Coordination for the Improvement of Higher Education Personnel (CAPES); from the Scientific Electronic Library Online (SciELO) and the database of the São Paulo state education department, over a period of 2008 to 2023. We anchor the study in Historical-Dialectical Materialism and Vygotsky's epistemology (1994). We found that both the Base Nacional Comum Curricular and the São Paulo Curriculum, both of 2018 assume an enunciative-discursive perspective of language, however, this does not match what we identified. We found that they are structured in cognitive sciences, which approach teaching in an individualized way and the contents, skills and competencies have intertwined linguistic and psychological approaches. For analysis, secondary data collection sources were also used, through specialized databases, such as the Education Development Index of the State of São Paulo (IDESP), Basic Education Development Index (IDEB) and the Public Policy Center and Education Assessment of the Federal University of Juiz de Fora (CAEd/UFJF), the latter being responsible for processing the data and publishing the results of the Reading Fluency Assessment. The result showed a Reading Fluency Index (IFL) of 4.8 out of a total of 10, categorizing a wide gap in reading fluency. In relation to this new large-scale evaluation instrument, we note that it is based on a monitoring and control political based on neoliberal ideals. In relation to public political proposals to combat the gap, we see partisan choice actions palliative and superficial, leaving the responsibility of the teacher to restore learning.