O efeito retroativo da provinha Brasil na organização do ensino de leitura para o segundo ano do ensino fundamental.

Abstract

The issues related to the teaching of reading have long been present in academic research and educational debates in the country. Even so, the discussions on the subject are not exhausted and especially when it is related to bad performance presented by students of basic education, government has driven quality assurance programs in education. The large-scale assessments act as electrodes that student performance and, in the case of “Provinha Brasil” test prepared and distributed by MEC to public schools in the country, aim to diagnose the literacy levels presented by students of second year of elementary school. Thinking in achieving the main goal of “Provinha” in the organization and implementation of teaching reading, this study was guided by the following question: how it manifests the retroactive effect of “Provinha Brasil” in teaching reading for the second grade of elementary school from the speeches to the actions of teachers and supervisors? Intending to answer it, we elaborate the general objective is to investigate the retroactive effect of “Provinha Brasil” in reading instruction for the second year from speeches to actions of teachers and educational supervisors. Therefore, we search to identify the second year teachers of reading concepts from this conception in “Provinha Brasil”; relate these concepts to the retroactive effect of “Provinha” in teaching and guidance in reading classes for the second year; and reveal the social representations and the possible obstacles involved in the retroactive effect of “Provinha”. We used as theoretical basis the studies retroactive effect Scaramucci (2004) Lanzoni (2004) and Correia (2003); on large-scale evaluation of Morals (2004; 2009) and Kemiac (2011); on social representations of Ornelas (2013), Moscovici (2013) and Sa (1995) and on reading, Koch and Elias (2014), Coracini (2005) and Kleimam (1997; 2002). Characterized as a multiple case study, to count with the participation of multiple individuals (supervisors, teachers and directors) our research, as the purpose is descriptive and explanatory and has a qualitative approach. It was held during the school year 2015 in a rural school in a municipal school belonging to a municipality Agreste and found that, although the Provinha Brazil has influenced a didactic planning, as a matter of professional survival as well as the social representations that teachers have the educational supervisors , and also by not didactization of reading theories in the classroom , the retroactive effect of Provinha Brazil , the research universe , manifests itself not predominantly in lessons on reading and through the reproduction of the issues that comprise it.