PUBLIC POLICIES FOR CHILDREN'S LITERACY IN BRAZIL FROM 2012 TO 2021

Abstract

This article analyzes public policies aimed at early childhood literacy in Brazil between 2012 and 2021, focusing on access, quality, and infrastructure. It emphasizes two main initiatives: the National Pact for Literacy at the Right Age (PNAIC) and the National Literacy Policy (PNA). Literacy is considered a critical stage for educational and social development, especially in the face of challenges such as functional illiteracy and regional inequalities. The PNAIC adopted a decentralized and diverse approach, incorporating teacher training and methodologies tailored to various contexts. In contrast, the PNA introduced a centralized model based on the phonics method, grounded in scientific evidence, which sparked debates regarding its appropriateness in a culturally diverse country. The study employs bibliographic review and document analysis of official data, including Basic Education Assessment System (SAEB) results, to assess the impact of these policies on literacy access and quality. The findings suggest that, although both policies contributed to addressing illiteracy, structural and pedagogical challenges remain, requiring more inclusive and regionally adapted strategies.