Literacy policy design: An analysis of coordination instruments in six northeastern states

Abstract

The recent emergence of age-appropriate literacy programs in Brazilian states highlights the importance of this topic on state executives' agendas, as well as the diffusion of the PAIC model from Ceará, although few studies have focused on analyzing these initiatives. This article aims to map these programs and systematize their design and instruments used. The study adopted a qualitative methodological approach, based on literature analysis and documentary research conducted on state education department websites, including laws, ordinances, decrees, and news related to six states in northeastern Brazil: Alagoas, Maranhão, Paraíba, Pernambuco, Piauí, and Sergipe. In summary, the research demonstrates that these programs share a similar, systemic design that includes normative, financial, technical-pedagogical support, logistical and material support, enforcement and qualification, and agreement-based instruments, although there are variations in the configuration of each instrument.