Avaliação de desempenho do estudante - ADE: uma análise da alfabetização da rede pública municipal de ensino de Manaus-Amazonas

Abstract

The National Literacy Assessment (ANA), in 2016, carried out by the National Institute of Studies and Research Anísio Teixeira (INEP), presented a result with more than 50% unsatisfactory. A problem that generated an alert to society and educators about how children were being taught literacy in public schools in Brazil. This result led us to question what is the contribution of external literacy assessments to improving basic education in the municipal public network of Manaus? With the objective of analyzing the results of the ADE literacy assessments of the Manaus Municipal Public Education Network in the years 2016, 2019 and 2021. A genuine external evaluation of the Municipal Public Education Network of Manaus – Amazonas, and because these are strategic years in which changes occurred in the external evaluation in the Basic Education Assessment System (SAEB). The research, having a qualitative approach, was characterized by being descriptive and documentary in nature, in order to analyze the ADE aimed at literacy and educational programs developed after the result of the 2016 ANA. Which we identified as the More Literacy Program (PMALFA), from MEC and the Literacy Management Program (PGA) from SEMED/Manaus. Both aimed at schools that had literacy classes, with the aim of teaching children to read and write up to a maximum of the 3rd (third) year of Elementary School, as determined by goal no. 5 of the National Education Plan (PNE) Law 13.005/2014. The result showed that, although the government has invested in educational programs aimed at schools considered vulnerable, and SEMED has carried out systematic evaluations to monitor the teaching and learning process in children's literacy in its education network, such policies have contributed little to the teaching and learning process, given that SAEB evaluations signal unsatisfactory results in the evaluations for the years 2019 and 2021. In view of this, literacy still requires a lot of public investment and commitment from governments to ensure that children remain in school and ensure that they are literate at the right age. As well as subsidizing continued training for literacy teachers, as they carry out their work in basic education. Likewise, external assessments should not be subject to ranking disputes between municipal and state schools, but public policies should be directed towards improving Brazilian public education. Keywords: Literacy. External assessment. Education. Educational policy.