A implementação do programa aprendizagem na idade certa-mais Paic no Cariri cearense

Abstract

With this research, the objective was to verify the adhesion and understanding of the policy of the Learning Program at the Right Age - Mais Paic, by the teachers of three municipalities of Cariri, Ceará, a region of the state of Ceará classified as socially vulnerable. As a theoretical reference, studies by Lotta (2008; 2012; 2014; 2019) were used; Farah (2018; 2021); Lipsky (2019); and Bichir (2020), to verify how street level implementers – the teachers – adhere to and understand the public policy that has been implemented in the state since 2007. The research approach was quantitative, and an electronic questionnaire was sent to all teachers from the 1st to the 5th year of Elementary School. For the analysis of the questionnaire, previous categories were chosen based on the literature that addresses adherence and understanding. Subsequently, comparative and descriptive analyzes of the collected data were carried out. We identified that research participants use the program documents with varying frequencies, among municipalities, which is recommended by Mais Paic. It can be highlighted that the teachers of the three territories know the program, so much so that the high adherence rates is a point to be highlighted. Such aspects are noticeable based on the routine, as teachers are seeking to adhere more than is required by the program. It is evident that qualitative studies need to be carried out in order to identify the reasons for intensifying some practices in certain municipalities. Finally, it is highlighted that teachers are inserting daily reading actions into their routines, as described in the program manuals.