Avaliação e cotidiano escolar: usos e desusos da Provinha Brasil na alfabetização

Abstract

This research was made in a 20 Class of Primary education a public school of Duque de Caxias city. The study sought for signs of Provinha Brasil possible effects in school quotidian, in order to understand how ordinary school subjects give it different meanings. It was also an aim of this research to identify different practices in the time-space of teaching learning process at a classroom, beyond that it is pointed out another practices of evaluation used in the alphabetization and its contributions for students learning process. The methodological approach is addressed by the following researches of school quotidian: Morin (2012); Ginzburg (1989); Certeau (2012);Alves (2001) and Esteban (2001, 2006,2009) . Through the use of participatory observation, multiple conversations/ interviews, documental analysis and photos the data was collected revealing challenges and resistence. The first sign of resistence against the Provinha Brasil was brought up by the school and the 201 class teacher . Both denied Provinha Brasil as a away of diagnosis that could help the pedagogical plan, what implied a non-usage. During the conversations it was possible to realize how the evaluation policy affects teachers negatively in their subjectivity. They seem to be disappointed, once their knowledge was not taken into account. They are concerned about the loss of autonomy. The pedagogical pratices analysed pushed the Provinha Brasil borders forward and the findings revealed the complexity of the school quotidian s threads. Yet, the diagnostic assessement tools and written report produced by the 201 class teacher were ineffective enough to work as an auxiliary tool of the learning process, once they don t address its multiple sides. In the opposite direction of the logic that embrace and pushes for individual competition, the findings gleaned from this research, revealed some students participatory actions as attempts to create new ways of learning-teaching , what suggests a self-organisation process for integrate the school daily routine gaps and reach the alphabetization.