As implicações da Prova Brasil no currículo de língua portuguesa: Concepções e práticas de uma escola pública de Duque de Caxias - RJ

Abstract

This research was carried out in two classes of 5th year of Elementary School, in a public school of the municipality of Duque de Caxias. The study looked for evidence of the relationship between the results obtained by the school in Prova Brasil and the curriculum of Portuguese Language. It was sought to understand the possible interferences of the external evaluations in the elaboration of the evaluations of the learning and the influence of these results on the curriculum of Portuguese Language practiced in the school. It was also sought to identify differentiated pedagogical practices in the Portuguese language teaching process and whether the results obtained by the school in the external evaluations guide or interfere in some way the daily actions of the observed class. Esteban (2001, 2006, 2009); Freitas (1995); Santos (2004, 2013); Moreira (2010); Certeau (2012); Alves (2001) and Ginzburg (1989) provided the north to invest in the challenge of conducting the research. They acted as compasses giving the "north" to this work, contributing in a unique way to the understanding of the impacts of the external evaluations on the school routine. Participant observation, conversations, and records of actions developed within the classroom were used. Participation in class activities provided the material needed to better understand the ways and paths of the delicate relationship between external evaluations and curriculum. In the conversations with the teachers, the discomfort with the evaluation policies was perceptible, as these policies fostered a sense of imprisonment and control in the teachers. The pedagogical practices developed in the classes in the 5th year exceeded the limits of activities that only had results. There was a singular movement that transcended the barriers of the contents charged in the evaluations. The developed work presented a "curve" differentiating it from the linearity of purely obligatory actions, revealing the complexity and multiplicity of the subjects involved in them. As for the relationship between external evaluations and the Portuguese Language curriculum, we can consider that there is a movement that values and stimulates actions beyond the acquisition or memorization of contents, that the teachers use tools that aim at the full development of the subjects, making the curriculum a tool that converges in diversified and enriching actions in what concerns the acquisition of language. External evaluations do not end the learning process in the EMT, although their influence is present in the meanders of the whole pedagogical process, they are not considered the center of the work developed. Such assessments are seen as just another obstacle to be transposed into the dense complexity of school everyday.