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

Abstract

Linked to the Research Group on State, Politics, and Education Management of the Postgraduate Program in Education and part of the Research Project on Public Policies for Basic Education in African and Latin American Countries, this dissertation aims to analyze the relationship between Lusophony and public literacy policies in Angola, Brazil, and Portugal from 2015 to 2023. The research object pertains to literacy policies, emphasizing the processes of forming educational public policy agendas in Brazil in comparison with the international context. Methodologically, a quantitative-qualitative approach was chosen, based on the development of a comparative study. Sources were collected through bibliographic and documentary research. The data were analyzed using content analysis. The results indicate that, among the comparative proximities, distances, and intersections, literacy policies in Lusophone countries are operating in a hegemonic movement in favor of capital through policy transfer. This evidence is confirmed by the recommendation of best practices, which allow for the transit of interferences that characterize other phenomena, such as philanthropic capitalism, new public management, the culture of evaluation, and the platformization of education. It is noted that this trend may increasingly imprint the mechanism of policy assimilation not only in Lusophone countries but also in other nations, replicating policies through a vertical transfer of “best practices.” This has implications, including for the quality of literacy advocated and desired. In this direction, a socially referenced educational quality may be weakened in favor of indicators established from best practices to standardize training processes, including literacy training.