Manifestações da "pedagogia do exame" no Ensino de Língua Portuguesa para alunos(as) do 5º ano do Ensino Fundamental de uma escola pública de Fortaleza

Abstract

This paper aims to identify the phenomenology of the "pedagogia do exame" in a fifth-grade elementary school group. Such phenomena will be explored, described, and analyzed according to the theories that deal with assessment, the topic of this paper. To that end, using non-participant observation, we will describe facts that influence the teaching of Portuguese to fifth graders, as well as understand how these phenomena interfere with the working up of the lesson plans and actions that are taken. After using fieldwork as a method for gathering data, we have concluded that the prominence of the examination as a central point in the student-teacher relationship has become an aspect that goes against the ideal parameters for the learning of Portuguese adopted in official documents issued by the state. We have concluded that the practice in use does not constitute meaningful assessment to either the teacher or the students, with large-scale assessments featuring as the central point of the lesson planning of Portuguese classes. This fact has become an obstacle to satisfying the proposals in official documents. This outcome is common to the "pedagogia do exame." We then introduce assessment strategies that are in line with the model of authentic assessment to complement the evaluation methods of the teacher being observed.