Banca de DEFESA: FABRICIO MARTINS DA SILVA FELIX

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : FABRICIO MARTINS DA SILVA FELIX
DATE: 10/07/2026
TIME: 14:00
LOCAL: Sala de Atos, FE-01
TITLE:

The Educational Impact of the Alfaletrando Program on Literacy Teaching Practices: A Narrative Inquiry with Instructional Coordinators and Teachers in the Federal District Public School System.

KEY WORDS:

Literacy; Teacher Education; Public Policies; Alfaletrando Program; Public School.

PAGES: 196
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Planejamento e Avaliação Educacional
SPECIALTY: Avaliação de Sistemas, Instituições, Planos e Programas Educacionais
SUMMARY:

This dissertation investigates the formative impacts of the Alfaletrando Program on the literacy and language practices of teachers working in the public school system of the Federal District, Brazil, taking as its analytical axis the relationships between public policies, teacher education, and pedagogical practice. Grounded in a qualitative approach (Lüdke & André, 2012), of a descriptive-interpretative nature (Minayo, 2012), and anchored in narrative inquiry (Clandinin & Connelly, 2015), the study was conducted in a public school within the district education system and articulated state-of-the-knowledge research, document analysis, questionnaires with pedagogical coordinators, and semi-structured interviews with literacy teachers who participated in the Program between 2024 and 2025, whose data were examined based on Bardin’s (2011) content analysis framework. The study historically discusses literacy public policies in Brazil, problematizes conceptions of literacy from a critical perspective, and analyzes the pedagogical and organizational foundations of the Alfaletrando Program (Federal District, 2024) within the context of the State Department of Education of the Federal District (SEEDF). The findings indicate that the Program has produced significant impacts on the organization of pedagogical work, the expansion of teachers’ didactic repertoire, and critical reflection on literacy practices, especially through formative mediations and collective spaces for professional exchange. However, the narratives also reveal tensions related to the intensification of teaching work, evaluative demands, and the structural limitations faced by public schools. The results demonstrate that the Program’s formative impacts do not occur linearly, but are continuously reinterpreted, negotiated, and resignified by teachers according to their experiential knowledge, the concrete conditions of public schools, and the daily demands of literacy teaching. The research reaffirms the centrality of teachers’ experiential knowledge and understands that literacy public policies only gain materiality through the mediations constructed by the subjects who act within the daily life of schools. As a technical-educational product, pedagogical workshops aimed at the continuing education of literacy teachers were developed based on the demands emerging from the research. It is concluded that literacy teaching constitutes an ethical, political, and human practice whose effectiveness depends not only on institutional guidelines, but also on the mediations daily constructed by teachers who, within public schools, transform language into a possibility for existence, participation, and social transformation.

COMMITTEE MEMBERS:
Presidente - 1221778 - PAULO HENRIQUE PEREIRA SILVA DE FELIPE
Interna - 2435148 - PAULA MARIA COBUCCI RIBEIRO DIAS
Externa ao Programa - 1768424 - SOLANGE ALVES DE OLIVEIRA MENDES - UnBExterna à Instituição - Franciene Soares Barbosa de Andrade - SEEDF