Programa Alfamais Goiás: uma análise das perspectivas político ideológicas e educacional curricular

Abstract

This work is part of the Educational Processes, Language, and Technologies research line of the Interdisciplinary Graduate Program in Education, Language, and Technologies at the State University of Goiás (UEG). The research aims to analyze the AlfaMais Goiás Program, investigating its political, ideological, and educational curricular perspectives, in light of a critical framework that includes the studies of Paulo Freire and Mikhail Bakhtin. This is a qualitative, analytical-descriptive study, based on documentary and bibliographic analysis, which seeks to understand how the Program's structure aligns with—or diverges from—dialogical and emancipatory conceptions of literacy. The main theoretical frameworks are the concepts of dialogism and critical consciousness, contrasted with the influence of neoliberalism on the formulation and implementation of public education policies. The results indicate that, although AlfaMais Goiás advocates an enunciative-discursive approach to literacy, its implementation reveals technical characteristics structured within a commercialized logic of education. The study concludes that there is a disconnect within the program's theoretical discourse and its practical organizational and pedagogical proposals, which prioritize standardized assessment and quantitative performance over critical and contextualized training. Thus, the research highlights the need to reframe AlfaMais's literacy policy to ensure effective literacy for children from the perspective of dialogic interaction in the educational process tailored to the Goiás context.