The National Institute of Educational Studies and Research Anísio Teixeira (Inep) started the new stage of the project Literacy Brazil, which aims to support the policies administered by the Ministry of Education (MEC). The intention is to promote the absence of school illiteracy.
Approximately 20 education professionals have been meeting since May 22 to discuss the analyzes that were considered in the first stage.
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Thus, literacy teachers from large parts of the country's regions were heard. The group analyzes technical and pedagogical characteristics in order to coherently indicate the national literacy cutoff line.
This study is essential to define an objective standard to be used in the Basic Education Assessment System (Saeb). Its objective is to stipulate the percentage of literate students at the end of the 2nd year of elementary school.
That is, based on this information, it is also possible to draw up other strategies and improve the quality of the education offered.
The literacy project has been reviewed by education representatives across the country, including literacy teachers, universities and important entities such as the National Council of Secretaries of Education (Consed) and the Union of Municipal Directors of Education (Unime).
In addition, members of Inep's Basic Education Assessment Board (Daeb) are also present. During the first stage of the research, between April 15th and 23rd, teachers from the five regions of the country were consulted, representing all 27 federative units.
The objective was to collect information about the competences that characterize a literate student. After all, this analysis is essential to further improve the quality of education in Brazil.
The look at literacy is a fundamental process for the educational and social development of a country. In Brazil, attention to literacy is even more important, since the illiteracy rate is still high.
Lack of reading and writing skills can limit opportunities for work and study, in addition to hindering citizen participation and access to information. Therefore, it is essential that the country invest in projects and public policies that promote literacy.
In addition, literacy should not be seen as an isolated process, but rather as part of a quality education that values the integral formation of students.
It is necessary that schools offer a welcoming and stimulating environment, with trained teachers and adequate resources for teaching.
