Avaliação da aprendizagem no ciclo de alfabetização: entre saberes e experiências de professoras em escolas de uma rede municipal no sul de Minas Gerais

Abstract

The present research, developed in a professional master's degree course in Education, sought to investigate the occurrence of learning assessment in literacy cycles, specifically in a teaching network in a municipality in the south of Minas Gerais. Considering that it is a broad, complex, multifactorial, delicate theme, with few studies relating it to teaching practice, the objective of this investigation is to analyse the assessment of learning, focusing on reading and writing, in the cycle of literacy in schools in a municipal network, in order to understand concepts, practices, limits and possibilities. Therefore, its importance is justified by the need to propose reflections and discussions about evaluation practices, since the topic is still surrounded by many gaps, as it is clear how challenging it is to carry it out. This is qualitative research of an exploratory nature, and as a methodological procedure a literature study was carried out based on research and works carried out and published by named authors in the area. Subsequently, we sought to identify the concepts of assessment and literacy adopted by the education network, through a brief documentary analysis. Data collection was carried out using questionnaires and semi-structured interviews. To analyse and process the data, the content analysis proposed by Bardin (2016) was used, where it was possible to construct three categories of analysis, namely: training and experience of the Network's teachers; understandings about the literacy period; evaluating literacy: the encounter of knowledge and teaching challenges. The results indicate that the network still adopts many practices from the traditional system and that, even with numerous instruments to be used in the classroom to evaluate, the prevalence of the application of tests is evident. It is also observed that the concept of the literacy cycle is a little vague, being understood only as a period of time during which children must become literate, disregarding all the pedagogical needs that must be linked to it. Furthermore, the professionals state that barriers are found in the network to change the perspective of assessment, whether on the part of teachers, families and even the management of the educational institution. Finally, it is hoped that this study can contribute to reflections and discussions on the assessment of learning with the school reality and the pedagogical context. It is also hoped that through this investigation, training can be proposed for professionals who wish to explore the assessment of learning in the literacy cycle through a more formative and, if not, less exclusionary vision.