Avaliação na alfabetização: uma reflexão sobre a qualidade educacional por meio da Provinha Brasil

Abstract

This article proposes a discussion of evaluation in alphabetization classes, specifically in the 2nd year, the light of the evalution tool that is provided by MEC for public schools – PROVINHA BRASIL. Therefore, in addition to a discussion of the meaning of the act of evaluating, focuses on the significance of alphabetization and literacy processes. What is then to be alphabetized and literate? This being evaluation diagnostic character, lends itself to teaching tool condition, giving teachers a redirect their practice in the classroom. The methodology used is the documentary analysis of the application guide and student notebook applied on the issue edition of the PROVINHA BRASIL 2015 Portuguese. The analysis showed us that the items address reading skills involving the decoding process and exploration of genres. Given these findings, we conclude that the school should favor spaces where students experiment social practices of literacy so that they can realize the social function of reading and writing on aspects of social use, reflecting, in this way, the processes of external evaluation, in this case of the PROVINHA BRASIL.