Da avaliação à intervenção: a Oficina Conhecer Para Intervir e os resultados do SAEF como ferramentas para alfabetização no 1º ano

Abstract

Literacy in the early years of elementary school has been the focus of public policies aimed at improving learning outcomes and strengthening the continuing education of teachers. In this context, this research aims to analyze how the results of the Elementary Education Assessment System (SAEF), articulated with the continuing education promoted by the Conhecer para Intervir Workshop, act as instruments of pedagogical intervention within the scope of the public literacy policy in the 1st year of elementary education in Fortaleza's municipal school system. The specific objectives include: understanding the trajectory of public education policies in Brazil, in the state of Ceará and in Fortaleza, with emphasis on strategies related to literacy, evaluation, and teacher training; analyzing the meanings attributed by educational agents to the use of SAEF results; and investigating how continuing education in context contributes to the strengthening of teaching practices. The theoretical foundation is structured around three axes: learning assessment, literacy, and continuing teacher education. In the field of assessment, the research adopts a formative and emancipatory approach, inspired by the works of Hoffmann, Luckesi, and Libâneo. Literacy is understood as a sociocultural and cognitive practice, based on authors such as Soares, Morais, Ferreiro, and Teberosky. Teacher education is conceived as a continuous, collective, and situated process, drawing on contributions from Nóvoa and Tardif. The methodology is qualitative, interpretive in nature, and guided by the frameworks of In-Depth Evaluation and Experiential Methodology. Data were collected through semi-structured interviews, non-participant observations, and document analysis. The results show that the SAEF, when integrated with context-based teacher training, supports more effective pedagogical interventions by fostering teachers' critical appropriation of assessment data and contributing to more responsive and contextually grounded literacy practices. It is expected that these findings will contribute to the development of public policies that are more attuned to everyday school life and more committed to student learning and teacher empowerment.