Banca de DEFESA: MARIA CECILIA AGUIAR AQUINO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : MARIA CECILIA AGUIAR AQUINO
DATE: 05/12/2025
TIME: 14:00
LOCAL: Virtual
TITLE:

Literacy Methodologies and their relationship with student performance in the assessment of the National Commitment to a Literate Child

KEY WORDS:

Literacy; Literacy methods; Educational
assessment; National Children’s Literacy
Commitment.

 

PAGES: 220
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

Literacy is a fundamental stage in children’s
educational development and remains a
persistent challenge for public school systems in
Brazil, especially considering the need to ensure
that all students complete the early grades
mastering reading and writing skills. In this
context, understanding the effectiveness of the
literacy methodologies adopted in public schools
in the Federal District becomes essential,
particularly in light of the outcomes of the
National Children’s Literacy Commitment
(CNCA) assessment, a public policy aimed at
guaranteeing minimum learning standards.
Therefore, this study aimed to analyze the
literacy methodologies used by 2nd-grade
teachers in public schools and investigate their
relationship with student performance in the
CNCA assessment. This qualitative and
exploratory study was conducted in three public
schools with the participation of four literacy
teachers working in the early elementary cycle.
Data were collected through semi-structured
interviews and documentary analysis of
students’ Portuguese-language CNCA results,
and they were examined using thematic content
analysis. The findings revealed a predominance
of phonics-based instruction; however, the
highest performance levels were observed when
this approach was combined with strategies
inspired by the psychogenesis of written

language, particularly continuous diagnostic
assessment and the monitoring of students’
writing hypotheses. Contextual factors such as
socioeconomic profile, family support, and
specific educational needs also influenced
students’ learning pace. The study concludes that
the success of literacy acquisition does not rely
on a single method, but rather on the intentional
integration of theoretical approaches, coherent
assessment practices, and contextualized
pedagogical interventions. As a practical
contribution, the research resulted in the
development of a pedagogical guide for literacy
teachers, bringing together theoretical
foundations and practical strategies for
meaningful reading and writing development.

 

COMMITTEE MEMBERS:
Interno - 404712 - BERNARDO KIPNIS
Interna - 2739901 - GIRLENE RIBEIRO DE JESUS
Externa à Instituição - Maira Vieira Amorim Franco - SEEDF
Externa ao Programa - 1768424 - SOLANGE ALVES DE OLIVEIRA MENDES - null