Parceria pela alfabetização em regime de colaboração: análise da política colaborativa do Estado do Amapá (2019 - 2023)

Abstract

This research aims to analyze the Collaborative Policy in the state of Amapá considering the establishing of the Educational Collaborative Regime (Colabora Amapá Educação), established by the Law 2.448/2019 in the span from 2019 to 2023. The Colabora Amapá Educação includes the Parceria pela Alfabetização em Regime de Colaboração (PARC) which then aims, by the articulation between the federal states and local municipalities, to implement Literacy programs that may help improve Brazilian educational systems in regards to both education quality and indexes. Thus we set the topic for this research: how was the implementation of the Collaborative Policy in the state of Amapá-AP by the establishing of the Colabora Amapá Educação program, during the Parceria pela Alfabetização? This research is based upon a critic perspective which attempts to understand both historic and dialetic movements within social reality. Therefore, in order to fully understand the subject, document analysis was used as the methodological procedure, making reference to Evangelista (2009), who considers documents as the representation of a way of thought in a given moment in history. The research results show that Colabora Amapá Educação is part of the context of an increasing dispute movement for the hegemony regarding the (dis)regulation of the Collaborative Regime that resembles the Arranjos de Desenvolvimento da Educação for the reformulation of the National Educational System (SNE). That way, it highlights a coalition of interests to reach a concensus towards the definition of education policies. Thus, State governments have been developing actions to put in place cooperative experiences concentrating on the literacy process for children as far as the second year of elementary school through Parceria pela Alfabetização em Regime de Colaboração (PARC). In this context, the Amapá state was the first in North region to implement a collaborative policy between state and municipalities, having the experience in Ceará state as reference. Thence, the Learning Program of Amapá (PAAP), currently known as PCA, has acted as a system which assigns responsibility to the school, as it links the evaluation results to rewards and financing, by providing resources.