Ramalho, Betânia LeiteSilva, Alexandre Ribeiro da2025-08-252025-08-252025-01-31SILVA, Alexandre Ribeiro da. Gestão do conhecimento e monitoramento da aprendizagem no ciclo de alfabetização: o aporte das plataformas digitais de gestão da aprendizagem. Orientadora: Dra. Betânia Leite Ramalho. 2025. 239f. Tese (Doutorado em Educação) - Centro de Educação, Universidade Federal do Rio Grande do Norte, Natal, 2025.https://repositorio.ufrn.br/handle/123456789/65296Despite advances in the technological area, Brazilian education still seeks strategies that provide situations of equity, quality and integral development of the student in order to guarantee the full literacy of children in the Literacy Cycle (CA). This research proposes the development of a Knowledge Management model in the Literacy Cycle with the support of the Learning Management Platforms -PDA- (CAED Literate Child, SIMAIS Alfa/RN), as resources for monitoring and following up on the development of Portuguese language skills of students in the literacy process. A Systematic Literature Review (SLR) was carried out, which pointed out different authors and theoretical arguments that supported the study, presenting intersection between the fields of knowledge studied, collaborating in the structuring of the modeling of the Knowledge Management (KM) process. The qualitative, exploratory and descriptive research was carried out with teachers from the CA of eleven schools that participated in the SIMAIS Alfa evaluation and participants of the National Commitment to Literate Children in a municipality in Rio Grande do Norte (RN). The data and information analyzed allowed us to identify gaps in the ongoing analogical process, which limit the monitoring and management of CA learning. It was identified that learning strengths and weaknesses vary according to the behavior of performance indexes in different geodemographic, socioeconomic and therefore territorial contexts, where the schools and their community are located. It was noticed that the low development of reading skills and the alphabetic writing system, when not developed, are postponed until the end of the second year, generating a learning gap that is concentrated after the end of the Literacy Cycle and subsequent series. From then on, the formative experience developed made it possible to validate the knowledge management process in the Literacy Cycle with the mediation of Digital Assessment and Learning Management Platforms in the CA. Changes identified in the professional thinking of teachers led to improvements in learning indicators based on the application of the training process. The perspective of smart and sustainable territories made the problem at hand evident, given the integrated use of these technological resources. The theoretical-methodological strategies applied expanded the possibilities for identifying, in advance, situations of sociocognitive, geodemographic and territorial vulnerabilities that affect the performance of literacy students. This is a crucial step in resizing the didactic-pedagogical structure of the school system in question, in a way that guarantees the right to literacy and literacy in a predictable, successful and socially sustainable way.pt-BRAcesso AbertoGestão do conhecimentoGestão da aprendizagemAlfabetizaçãoProcesso formativodoctoralThesisCIENCIAS HUMANAS::EDUCACAO