Jesus, Edna Maria de2026-01-152026-01-152025SANTOS, Ádila Daiana dos. Políticas de alfabetização e formação docente em face do desenvolvimento regional: análise do programa AlfaMais em Inhumas/GO - uma coletânea de artigos. Goiânia (GO), 2025. 101 f. Dissertação (Mestrado Profissional em Desenvolvimento Regional) - Centro Universitário Alves Faria, 2025.https://repositorio.unialfa.com.br/handle/123456789/707The dissertation “Literacy Policies and Teacher Education in the Context of Regional Development: An Analysis of the AlfaMais Program in Inhumas, Goiás” is composed of a collection of three interrelated articles that analyze the literacy policy of the AlfaMais Goiás Program (2021) and its implications for teachers’ continuing professional development, the strengthening of teacher professional identity, the qualification of pedagogical practices, and, more broadly, the regional development of the municipality of Inhumas. The study adopts a qualitative approach and is structured through a literature review and bibliographic research grounded in authors such as Nóvoa (1992, 2009), Freire (1992, 1996), Soares (2016), Gatti (2004, 2010), Brzezinski (2006, 2014), Tardif (2002, 2014), Furtado (2007), Bardin (2011), among others. Thus, the research considers continuing teacher education to be a strategic educational policy capable of acting as a vector of territorial transformation, especially in medium-sized municipalities.The general objective is to analyze the literacy policy materialized in the AlfaMais Program and its articulation with continuing teacher education and regional development. The specific objectives include: (a) examining how literacy educational indicators (SAEGO-Alfa) reflect the implementation of the program; (b) understanding how continuing education strengthens teacher professional identity; and (c) analyzing the social and educational dynamics of Inhumas within the context of post-LDB literacy policies. This analytical framework seeks to demonstrate how literacy policies impact not only student learning but also the pedagogical organization of schools and the socio educational structure of the municipality itself. The first article, entitled “Analysis of the Potential Impact of the AlfaMais Program as a Tool for Regional Development in Inhumas/GO,” is theoretical-documentary in nature and is based on a bibliographic survey conducted on digital platforms, aiming to discuss relevant aspects of continuing teacher education in relation to the construction of professional identity. The results, based on official data from the Ministry of Education and the Goiás State Department of Education (2024), indicate a significant improvement in literacy levels among second-grade elementary school students since the implementation of the AlfaMais Program (2021). In 2024, 72% of children completed the second grade fully literate, compared to 39% in 2021, the first reference year after the pandemic. This statistical improvement reinforces the positive trend observed in state indicators and aligns with the literature that understands continuing teacher education and literacy practices as a structuring axis of human and territorial development.The second article, entitled “Post-LDB Literacy Programs in Brazil and Goiás: Advances, Limits, and Perspectives,” adopts a qualitative methodology based on documentary analysis and interpretation of official data from the SAEGO-Alfa assessments applied to second-grade elementary school classrooms, provided by the Goiás State Department of Education (SEDUC). This analysis is articulated with a literature review and an exploratory time frame from 2021 to 2024, aiming to understand how the public literacy policy represented by the AlfaMais Program (2021) impacts the composition of educational indicators. The comparative analysis of the SAEGO-Alfa assessments shows that in 2021, the year of the program’s implementation in a post-pandemic context, only two schools had more than 70% of students in the advanced and proficient categories. In 2022, there was a process of pedagogical recovery and strengthening, with eight of the ten schools surpassing 70% of literate students. In 2023, results were consolidated, with all ten schools presenting rates between 98% and 100% in the advanced and proficient categories. In 2024, all schools maintained high performance levels above 95%. The third article, entitled “Literacy Effectiveness: Evidence from Municipal Schools in Inhumas/GO in the Context of SAEGO-Alfa,” adopted a mixed 9 methods approach, applying a Google Forms questionnaire to 22 second-grade literacy teachers, 10 pedagogical coordinators, and 10 school principals. The objective was to understand how continuing teacher education contributes to pedagogical practices and learning outcomes. The findings highlight the need to critically address the excessive focus on quantitative indicators and the tension between accountability for results and pedagogical practices. The study identified an experienced professional group (51.3% with more than 20 years of teaching experience; 41% literacy teachers) that largely participated in the training activities (59%) and considered them relevant (94%). However, only 61.5% perceived a clear impact on literacy, while 30% viewed the impact as limited. The application of the methodologies was acknowledged by 64% of respondents, and 66.7% attributed a positive influence on results, although without independent validation. Overall, the data suggest that the AlfaMais Program (2021) may strengthen teaching practices and contribute to regional development; however, its effectiveness depends on institutional conditions and greater alignment with the school context. Collaborative action among the state, the municipality, and teachers is therefore crucial to consolidating sustainable educational policies that are socially committed to equity and regional development.ptPolíticas públicasAlfaMais GoiásFormação continuada