Avaliação e produção textual no ciclo de alfabetização: tensões nos contextos do PNAIC e PAIC

Abstract

This article thinks about the relations between evaluation and textual production about the literacy cycle specifically in the contexts of the PNAIC and of the PAIC. For that, we carry out a documentary inquiry from some legal documents in force, like entrance halls, resolutions, directives and proposals curriculares, besides the academic production of dissertations and theories. We realize a strong gap with the limited exploration of the axle of textual production whileconstituent of the literacy conception that embasa the practices and the formulations of public policies avaliativas in this cycle. We end what, the quoted programs break with the amplitude that wraps the process of literacy, since they consider only some aspects of one or two of the necessary axles to the literacy to define if a subject is or not in a desirable literacy level, neglecting aspects made a list to the orality, the textual production and the linguistic analysis and limiting to literacy conception owing to the instrument used to value.