Literacy Challenges in Ministro Andreazza (RO) in the Light of the Cultural-Historical Theory

Abstract

This article analyzes the results of the assessments from the Programa Compromisso Nacional Criança Alfabetizada (National Commitment to Child Literacy Program), applied in a municipal school in Ministro Andreazza, Rondônia, focusing on 4th-grade elementary students. The research aims to interpret the challenges of the literacy process in this school, based on the assessment results from 2024 and 2025, discussing their limitations and pedagogical implications in a context marked by standardized assessment policies. This is a qualitative study with a dialectical approach, supported by quantitative data obtained from institutional assessments in reading, writing, and mathematics. The results indicate a high level of learning gaps in students’ performance, especially in reading and writing practices. The analysis shows that external assessments, due to their standardized nature, have limited capacity to capture the complexity of the educational process and the concrete teaching conditions of the school under study. Grounded in the Historical-Cultural Theory, the study understands literacy as a process of appropriation of language and historically produced knowledge, which drives the development of higher psychological functions. It concludes that overcoming the identified learning gaps requires a reorganization of teaching based on pedagogical intentionality, collective planning, and practices aimed at the students’ integral human formation, while overcoming the constraints imposed by technicist-oriented standardized assessment policies.