As práticas de avaliação de leitura das professoras do ciclo de alfabetização da rede pública de Fortaleza

Abstract

There is a significant number of children who arrive in the final years of elementary school without having consolidated literacy skills, precisely, related to reading and, therefore, have greater difficulties in reading and understanding more complex texts. In this context, we believe in the importance of teacher mediation and encouragement in the formation of the reader in the initial years of Elementary School. However, not only is teaching considered as a fundamental element of this activity, the ways of evaluating and interpreting the results are also as great allies in this process. Faced with this problem, a research was carried out to investigate the reading assessment practices of the teachers who teach in the literacy cycle (1st, 2nd and 3rd years) in a municipal school of Fortaleza. This research is characterized as a field research of qualitative approach. Thus, the research found that observation is a technique widely used by teachers to assess the reading of students in literacy classes. These observations follow systematization under the guidance of the Municipal Secretary of Fortaleza. It was also noticed that the teachers understand the need for periodic evaluation with the intention of perceiving the difficulties presented by the students and, thus, intervene to improve their reading learning process.