A avaliação da aprendizagem na alfabetização: uma análise do processo em três escolas municipais no Estado de Goiás

Abstract

The present Dissertation is linked to the Theories of Education and Pedagogical Processes Research Line and addresses the theme of the Postgraduate Program in Education at PUC Goiás with the following theme: The evaluation of learning in literacy: An analysis of the process in three municipal schools in the State of Goiás, with the following question as a research problem: "Does the assessment of learning in the child's literacy process, as it is carried out at school contribute to the student's development in the acquisition of reading and writing?" The general objective that guided this research was to clarify and analyze the place of assessment in the literacy process as a pedagogical instrument for improving the teaching and learning process. This dissertation had the theoretical and methodological support of bibliographical research that allowed its foundation on the theories of Vigotski (2001a; 2001b; 2007; 2008; 2018), Luria (2001), Ferreiro (2001; 2011), Ferreiro and Teberosky (1999) and Soares (2002; 2020) on child cognitive development, with an emphasis on the oral language phase to the written language phase; it was also based on the studies by Hoffmann 1998; 2001; 2015), Luckesi (2011; 2012), Sacristán and Pérez (1998) and Perrenoud (1999) on school evaluation. To obtain the empirical data, a documental research was carried out, with analysis of the assessment instruments used in three classes of 1st, 2nd and 3rd years of three public schools in the interior of Goiás, during the year 2019. This dissertation is developed in three chapters: the first chapter presents a theoretical discussion on literacy, taking as a starting point the child's cognitive development to sequentially deal with the concepts of literacy, the development of literacy in the psychogenesis of written language and, finally, the document organization, pedagogical and didactic in literacy. The second chapter presents a summary of the importance and meaning of assessment in literacy, the types of assessment used in school, with internal and external assessments. The third chapter discusses the internal evaluations, the Monthly Management form of the Teaching and Learning Project, in addition to the evaluations of the More Literacy Program that were carried out in 2019, as well as the government documents they implement and those that guide the preparation and conduction. of such assessments. The research carried out revealed that internal and external assessments, as they have been carried out at school, do not contribute to the student's development in the acquisition of reading and writing, but depending on how the teacher uses the assessment in the classroom with their students, he can contribute so that the assessment makes sense