Literacy also has a right time. Through this understanding, the Responsible Literacy Program (PAR), designed by Sesi-SP (Industry Social Service, section paulista) aims to support public schools in the state of São Paulo, in the task of teaching children of the age proper. It is no coincidence that the launch of the campaign took place on the most emblematic date possible: September 8th, when ‘World Literacy Day’ is celebrated.
The entity's initiative stems from the understanding that, when carried out in due time, elementary education sows in the student the desire to learn with more autonomy, as well as fostering in them an interest in the development of knowledge.
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Index ‘staggers’ – Federal commitments aside, the fact is that the country ‘staggers’ in literacy rates, since at least half of Children complete the second year of Tupiniquim elementary school without even mastering basic principles of Portuguese and mathematics.
In an attempt to contribute to reversing this gloomy situation, PAR, in partnership with municipalities, has the mission of enhancing the process of development of children's writing and reading, with a view to ensuring that they are literate by the end of the second year of education fundamental.
According to PAR planning, the actions will be developed through the training of teachers of children of four and five years, and the first and second years of elementary school, in addition to the use of new resources pedagogical. In-person activities must total 16 hours, not counting another 14 hours of Virtual Learning Environment (VLE).
Social responsability – The educational technical supervisor at Sesi-SP, Lilian Engracia dos Santos, emphasizes that “guaranteeing the right to literacy on time is not just the responsibility of the teacher or the school. We have to think about social responsibility”, adding that “when children are not literate at the right age, social inequality spreads. This learning is a child’s right and everyone’s duty.”
As reinforcement of the correctness of the idea, educational experts assess that late literacy ends up accumulating ‘damages’ for future learning, “in addition to increasing the risks of failure, abandonment, when they do not imply an increase in evasion school.”
Data from the 2021 Basic Education Assessment System (Saeb) show that, of the 2.8 million contingent students who completed the 2nd year of elementary school, more than half (56.4%) were classified as ‘no literate’.
