The permanent system for assessing basic education in ceará (spaece) and pedagogical work

teachers' perceptions on literacy and bonus policies

Abstract

This article derives from a master's dissertation that investigated the influence of the Ceará Permanent Basic Education Assessment System (SPAECE) on pedagogical work in third-grade elementary school classes. Since 2007, SPAECE has been part of the Literacy Program at the Right Age (PAIC), a state public policy aimed at achieving 100% literacy by the end of second grade. It is used as a monitoring tool for educational policy and as an incentive, through awards for schools that achieve high performance. The research was conducted using a qualitative approach, using a questionnaire administered to sixteen teachers in ten municipal public schools in Fortaleza, Ceará, as the data collection instrument. The results revealed contradictions between official literacy rates, which indicate that 93.9% of second-grade students are literate, and the reality in the classrooms, according to the perception of approximately 70% of the teachers surveyed. The conclusion is that SPAECE lacks mechanisms to promote dialogue between administrators, teachers, and the school community, so that assessment can move beyond being a control tool and become a tool for pedagogical reflection. The research highlights the need for educational policies that are more contextualized and sensitive to the school environment, prioritizing the comprehensive development of students and the appreciation of teachers.