The GOIÁS'S

INNOVATIVE STRATEGY FOR THE EQUITABLE RECOVERY AND EXPANSION OF LEARNING IN THE PUBLIC SCHOOL SYSTEM

Abstract

This study proposes the development of an article with a thematic dossier on equitable and innovative educational practices in the state of Goiás's public school system. The article aims to analyze the Desafio Crescer Project (Grow Challenge Project) as an innovative public policy strategy model in Goiás for the recovery and expansion of learning in the public network.The central research question is: How does the innovative and technological strategy of the Desafio Crescer Project contribute to the equitable recovery and expansion of learning in Portuguese Language and Mathematics within the public school system of the State of Goiás? The adopted methodology is a qualitative approach of a bibliographic nature, structured as a narrative literature review. The justification for this design lies in the fact that the Desafio Crescer Project establishes itself as a strategic model for the equitable recovery of learning in Goiás, as it integrates active methodologies, diagnostic assessment, and personalized intervention. The results of the analysis demonstrate that the Desafio Crescer aligns with three central axes of innovation: technological integration (via a gamified platform and evolutionary mascot), curricular reconfiguration (with learning paths aligned with the DC-GO Ampliado and the BNCC), and the valorization of teacher mediation.In short, the project is established as a viable and necessary alternative to promote a transformative education in the state public school system. The Desafio Crescer Project, a strategic initiative in partnership with Sagres Educa, focuses on the equitable recovery of essential content in Portuguese Language and Mathematics for Elementary and High School students.