Avaliação da alfabetização no Brasil: discutindo os limites e as possibilidades da provinha Brasil

Abstract

Study of the evaluative process in Brazilian basic education, from the point of view of the national evaluation system through large-scale exams, mainly analyzing Provinha Brasil. The work intends to answer the following questions: How is the evaluation system structured in Brazil? What is its systematics? And the importance of these assessments for pedagogical and social transformation at the local level? What is the impact of the results of the national assessments on the daily life of the school? What are the limits and possibilities of Provinha Brasil? The objective of this work is to analyze the national outlook of the evaluation system and its role in the elaboration of public policies for basic education, in addition to providing theoretical subsidies about a look at Provinha Brazil. The theoretical contributions of Chueiri (2008), Luckesi (2002), Cagliari (1994) and Soares (2012) related to the area of evaluation and literacy guided the theoretical analysis of the study about the evaluation process of literacy in Brazil, such as the instrument cited above. The Provinha Brasil has proved to be an excellent pedagogical tool for understanding the process of acquiring the alphabetic system by children. Their analysis and interpretation point to the need for intense reflections and discussions about literacy, as well as (re) direction of the pedagogical practices of literacy teachers.