Impacto das políticas públicas no desempenho em alfabetização de escolares brasileiros

Abstract

The present study aimed to establish a comparison between the literacy performance of Brazilian students and the profile of public policies for literacy in the states with the three highest and the three lowest national literacy rates, as measured by SAEB 2023. The methodological approach adopted was documentary research, characterized as a mixed-method, descriptive, and correlational study. From this perspective, public policies were defined as the legislation of the selected states for analysis, according to the SAEB 2023 Results Report, namely Ceará, Espírito Santo, Minas Gerais, Tocantins, Amapá, and Pará. In this context, the relationship between the number of public policies identified in each state and the literacy rate was not found to be significant. However, the association between the theoretical/methodological foundation of the analyzed policies and the students’ literacy performance showed notable relevance in the study. Finally, further research in this area is necessary, including a greater number of Brazilian states and the analysis of public policies beyond laws, resolutions, and decrees, as well as the inclusion of variables such as students’ socioeconomic status and per capita income by state or region.