EDUCATIONAL LITERACY POLICIES IN MATO GROSSO DO SUL AND THE ORGANIZATION OF DIDACTIC WORK

Abstract

This study analyzes the implications of literacy public policies implemented in Mato Grosso do Sul (2021–2025) for the organization of teaching work. The investigation is based on document analysis and bibliographic research grounded in the theoretical framework of the category Organization of Didactic Work (Alves, 2006; Comenius, 2001), from a historical-critical perspective (Saviani, 1991), and discussions on the pedagogy of competencies and the commodification of education (Sakata, 2023, 2024). Contextualized by the learning gaps exacerbated by the Covid-19 pandemic and the requirements of the National Common Curricular Base (BNCC), the research examines programs such as MS Alfabetiza and the Compromisso Nacional Criança Alfabetizada. The data reveal that the centrality attributed to teacher training and the standardization of materials reflects the influence of neoliberal trends and public-private partnerships, placing responsibility on teachers while downplaying material working conditions. It concludes that pedagogical standardization reactivates the manufacturing logic of teaching, reinforcing the need to reclaim teacher autonomy and understand pedagogical work as an inseparable dimension of public policies.