Purificação, Marcelo Máximo da2026-08-192026-08-192026SOUZA, Renata Silva de. O programa alfa mais na educação infantil em aparecida de Goiânia e sua contribuição para o desenvolvimento regional. Goiânia (GO), 2026. 75 f. Dissertação (Mestrado Profissional em Desenvolvimento Regional) - Centro Universitário Alves Faria, 2026.http://repositorio.unialfa.com.br/handle/123456789/818Literacy at the right age is a priority in Brazilian public education policies due to its direct relationship with school trajectory, the reduction of inequalities, and the expansion of opportunities for social participation. This research analyzes the Alfa Mais Program, implemented in the State of Goiás, with an emphasis on the experience of the municipality of Aparecida de Goiânia, understanding it as a literacy policy and as an educational management strategy oriented towards improving learning. A qualitative, descriptive-analytical approach is adopted, based on bibliographic review and documentary study, with interpretative analysis of available institutional norms, guidelines, and records on literacy and related programs. The discussion articulates theoretical contributions from Paulo Freire, in understanding literacy as a political-emancipatory practice; from Emilia Ferreiro, in situating the learning of writing as an active construction and a right; and from Vygotsky and Piaget, in treating learning as a mediated and progressive development process, not reducible to technocratic training. In the contemporary context, the analysis engages with the 2030 Agenda (UN, 2015), mobilizing SDGs 4, 10, 8, 11, and 16 as a reference point for situating literacy within a global agenda of quality, equity, development, and institutional strengthening. The interpretation also incorporates Milton Santos' perspective, understanding development as a territorial and social process, traversed by technology, citizenship, and inequality, thus avoiding reductions to isolated indicators. It is evident that, although the Alfa Mais Program is organized around the axes of teacher training, diagnostic assessment, and pedagogical monitoring, the fragility or absence of systematized local public records (historical series, reports, and accessible data) limits the measurement of impacts and tends to produce institutional discredit, by compromising transparency, data governance, and social trust, in line with SDG 16. It is concluded that literacy policies can contribute to educational justice and regional development, provided they are articulated with critical pedagogical practices and consistent mechanisms for documenting, monitoring, and publicizing results.ptPrograma Alfa MaisAlfabetizaçãoPolíticas públicasObjetivos de Desenvolvimento Sustentável (ODS)