Políticas públicas de alfabetização em países lusófonos: aproximações e distanciamentos entre Angola, Brasil e Portugal

Abstract

Linked to the State Research Group. Education Policy and Management (GEPGE). Line of Research, Policy and Management of Education. This dissertation has as general objective: To analyze the conception of literacy present in the public educational policies of the Lusophone countries from Angola, Brazil and Portugal in the period from 2018 to 2023.Specific Objectives1) To understand education as a phenomenon of international cooperation policy from the Community of Portuguese Speaking Countries (CPLP); 2) Identify literacy guidelines in the international agenda of international organizations (UNESCO and World Bank) as an educational policy agenda; 3) To characterize the Portuguese-speaking countries Angola, Brazil and Portugal in relation to their political-administrative contexts and educational systems, especially the stages related to literacy; 4) To problematize the approximations and distances of the literacy policies of Angola, Brazil and Portugal in the period from 2015 to 2023. The object of the investigation corresponds to the theme of literacy policies, with emphasis on the processes of agenda formation and formulations of Brazilian public educational policies in comparison with the international context. To this end, the quantitative-qualitative approach and the typologies of bibliographic and documentary research have been carried out methodologically. The data will be processed via content analysis. The categories that until the present moment have been thought of, are related to: right to literacy, government or administration, financing of education for the stage of literacy and the training of teachers for literacy. We understand that the orientations and prescriptions of the economic field and the changes in the political sphere are contexts that must be considered in the formulations of educational policies of literacy in progress in the Lusophone countries, since these directly affect the models of administration and governments of the public spheres. The documentary source that is intended to be analyzed is formed by: the Constitutions in force of the 3 countries delimited for analysis and that are part of the Community of Portuguese-speaking Countries; the Educational legislation regarding literacy in these countries (Law of Guidelines and Bases and Educational Plans containing guidelines on literacy; the document that guides the Literacy Policy), the Plans of guidelines for educational actions for literacy of the Community of Portuguese Speaking Countries; the countries focus on different continents, we will bring from the most recent documents of UNESCO and World Bank for education and that deal with the main educational documents for literacy.