Scliar Early Literacy System: its Successful Application to Public Schools in Brazilian Northeastern

In the last Pisa evaluation, in 2015 (OECD, 2016), among the 73 participating countries, Brazil occupied the 66th place. Such data demonstrate that Brazilian schools are not preparing its students to become citizens, capable of critical judgment, nor able to the qualified labor market, not to mention exclusion from the information society and the aesthetic pleasures that literature provides. As a linguist and psycholinguist, reflecting on the low education quality in Brazil, I concluded that the main cause is inadequate early literacy teaching. It lacks scientific foundations, based on cutting-edge sciences such as neuroscience, linguistics, psycholinguistics and neuropsychology; educators' continuing education, based on such fundamentals and pedagogical material, both for educators and students, prepared by specialists applying such fundamentals. I present Scliar Early Literacy System and its successful application to public schools in Brazilian Northeastern. The priority was to accompany educators, particularly those from Sergipe and Alagoas, because these two states were among the four worst performance in reading and writing in the last National Literacy Assessment in 2016 (INEP, 2017)