Jesus, Edna Maria de2026-01-222026-01-222025VIEIRA, Daniella da Fonseca Borba. Alfabetização como vetor de desenvolvimento regional: legislação, formação de professores e percepções de programas educacionais. Goiânia (GO), 2025. 102 f. Dissertação (Mestrado Profissional em Desenvolvimento Regional) - Centro Universitário Alves Faria, 2025.https://repositorio.unialfa.com.br/handle/123456789/729This dissertation analyzes the relationships between legal frameworks, literacy public policies and teaching practices in the early years of primary education, focusing on the National Pact for Literacy at the Right Age (PNAIC) and the National Commitment to Children’s Literacy (CNCA). The first article discusses the trajectory of literacy in Brazil, emphasizing normative advances and persistent challenges to guarantee the right to education in contexts marked by regional inequalities. The second article examines the design, implementation and underlying conceptions of in-service teacher education in PNAIC and CNCA, highlighting continuities, discontinuities and disputes around curricular standardization and external assessment. The third article presents the results of field research with 30 teachers, pedagogical coordinators and school principals from a municipal school system, based on an online questionnaire with open and closed questions. The analysis of participants’ perceptions reveals contributions of the programs to raising the visibility of literacy and to teacher professional development, but also limits related to work intensification, individual accountability and tensions between pedagogical autonomy and pressure for results. The study concludes that effective literacy policies require stability, school participation, professional valorization and critical, contextualized and collaborative forms of teacher education, contributing to more democratic policy decisions.ptAlfabetizaçãoLetramentoPolíticas públicas