Da política nacional de alfabetização ao compromisso nacional criança alfabetizada

This study presents a section of our Master's research in Education, in which we aimed to analyze and discuss national public policies for literacy in 2019 and 2023 based on the Diagnostic Assessment of Reading Fluency, implemented by the public education network of the state of São Paulo in 2023. We started from the following questions: how are public policies to assess students' reading currently implemented? Do these actions fulfill the purpose of education for cognitive development? Methodologically, we anchored ourselves in the Historical-Cultural Theory, due to its contribution to the importance of language in human development. Of a qualitative nature, using bibliographic and documentary techniques, we conducted a theoretical study via the Periodical Portal of the Coordination for the Improvement of Higher Education Personnel (CAPES), guided by the main categories of analysis: a) educational public policy; b) elementary education; and c) external evaluation. The time frame chosen was between 2008 and 2023, encompassing the decades in which global interest in reading fluency intensified. The conclusions pointed to limitations and superficialities in public policy actions to assess students' reading, reinforcing meritocracy, and still placing little emphasis on continuing teacher training.