Material de apoio pedagógico para aprendizagens – Cadernos MAPA da Secretaria de Estado de Educação de Minas Gerais: distribuição e recepção pelas professoras alfabetizadoras

Abstract

This research investigated the distribution and reception of the Pedagogical Support Material for Learning – MAPA Notebooks, developed by the State Department of Education of Minas Gerais, by literacy teachers in the state public school system. The speci昀椀c objectives were: (1) to identify the extent of literacy teachers’ knowledge about the MAPA Notebooks; (2) to analyze how the MAPA Notebooks circulate within schools; (3) to describe and analyze the impact of the distribution of this material on literacy teachers’ practices; (4) to understand whether, from the teachers’ perspective, the material contributes to literacy practices in the classroom; and (5) to analyze the MAPA Notebook as a pedagogical tool, evaluating its contribution to the development of the skills proposed in the Currículo Referência de Minas Gerais – Early Childhood and Elementary Education (CRMG – Early Childhood and Elementary Education). The study is grounded in theoretical frameworks such as Mainardes (2006, 2018, 2021), who addresses the implementation of public policies in the educational 昀椀eld; Nóvoa (2009, 2017, 2023) and Tardif (2014), who discuss the formation of quality teachers and the (re)organization of teaching knowledge. Additionally, it draws on the re昀氀ections of Soares (2005, 2006, 2011, 2016, 2018, and 2022) regarding pedagogical practices, as well as concepts of literacy and literacies. The research adopted an investigative approach based on the methodologies proposed by Bardin (1977) and Lima Júnior et al. (2021), which emphasize the importance of combining quantitative and qualitative methods in educational research. Data collection was carried out through questionnaires and semi-structured interviews with a group of previously selected literacy teachers from state schools located in Metropolitan Regions A, B, and C, which o昀昀er the early years of elementary education. A total of 昀椀fty-one literacy teachers working in the 1st year of Elementary School in these regions participated in the study. The results showed that 74.50% of the teachers are familiar with the MAPA Notebooks, 35.29% use some of the planning materials, and 27.45% 昀椀nd them useful and use them frequently. However, 5.88% reported not using the MAPA Notebooks because they do not consider them suitable for their classes. Nonetheless, 58.83% stated that the planning components of the Notebooks contribute to their classroom practices, noting that the level of use varies according to the speci昀椀c needs of their students. The research highlights the importance of pedagogical materials that are aligned with curricular guidelines and teaching practice, emphasizing the role of continuing professional development in consolidating quality education. As an educational resource, an eBook was developed to provide information and methodological guidance, as well as to discuss the challenges involved in implementing this type of planning.