Políticas de Alfabetização de Jovens e Adultos em Goiás: Projeto “Alfabetização e Família” (2021-2023)

Abstract

This master’s research is part of the Education, School, and Technologies research line, within the axis of Teacher Training and Pedagogical Practices, linked to the Educational Policies and Teacher Training Research Group (GPEFORP/CNPq) of the Interdisciplinary Graduate Program in Education, Language, and Technologies (PPGIELT/UEG). The study analyzed the Literacy and Family Project, covering the period from 2021 to 2023, based on government policies that guided Youth and Adult Education (YAE) in Brazil and in the state of Goiás. The research problem was formulated as follows: What is the importance and impact of the Literacy and Family Project (PAF) within the broader Youth and Adult Education policies in the state of Goiás? The general objective was to understand the impact of this policy in the state,describe the trajectory of public policies aimed at literacy for youth and adults, and analyze the intersectoral coordination among government departments directly involved with the project. The methodology adopted is exploratory, based on bibliographic and documentary review, using a qualitative approach. The literature review included, among others, authors such as Arroyo (2017), Freire (1996, 2007), and Saviani (1984, 2003, 2007), essential for understanding the related concepts and for analyzing the Literacy and Family Project over its four years (2019–2023). The research encompassed a variety of documents, news reports, work plans, field diaries of literacy educators, and reports produced during the project’s three phases. Although the Literacy and Family Project represents progress compared to previous programs, it still requires improvements in areas such as initial and ongoing training of literacy educators, strategic planning, and funding, aiming to ensure its sustainability and long-term effectiveness. The results showed that the project is relevant for expanding access to education for a population historically excluded from the formal education system, and it prioritizes municipalities with high illiteracy rates. However, its impact remains limited, especially when considering persistent challenges related to the training and valuation of literacy educators, whose inadequate preparation compromises the quality of education offered. We conclude that, although the project has played an important role in providing literacy in Goiás, its effects are still punctual and insufficient to provoke structural changes in YAE in the state. The persistence of significant illiteracy rates in Brazil and Goiás in the 21st century reinforces the urgency for more structured, continuous, and effective public policies.