Avaliação e gestão da alfabetização: usos da Provinha Brasil no município de Dourados-MS

Abstract

The Child Literacy is historically related to the low quality of education in Brazil whose confrontation in education policy gave rise, in 2007, setting the goal that every child is literate until eight years old, as well as guidelines for individualized monitoring and periodic review particular, instituting the "Provinha Brasil" with diagnostic function and pedagogical. Having joined this assessment, the city of Dourados started doing it since 2008. As this assessment was used in the management of systemic and school literacy in the period 2008-2012, is what we investigate in order to understand the emerging face of goal setting and national guidelines. We conducted a qualitative approach as empirical field the Municipal Education and six douradenses schools characterized by adverse socioeconomic conditions of supply teaching. We use documental analysis, participant observation and content analysis of interviews with managers and teachers still resort to official statistics. We found that “Provinha Brasil” was introduced in an imposing way, disregarding local discussions about literacy, generating constraints and negative placements of literacy teachers. We noted the non-appropriation of this evaluation in the management of literacy, its reduction to the measurement of student performance and curricular adaptations appearance of favoritism in the test. We conclude that the uses of “Provinha Brasil” lent themselves to regulation by results, overlapping the management of educational-methodological aspects of literacy and articulation of policies benefiting literacy.