Influências da avaliação externa na prática de ensino de leitura no nível fundamental

Abstract

In Basic Education, reading and writing are important teaching objects, but with different focuses in school assessment programs. Reading, in particular, plays a crucial role in the teaching-learning process and is seen as fundamental to the development of students' skills and abilities. The teaching of reading and, consequently, the reading education of these individuals and the actions of the subjects involved in this process, such as teachers, become the target of an evaluation system, so it is extremely important to reflect on the social situation and the effects caused by the actions of this system on the social life of teaching work. With these aspects in mind, the general aim of this master's thesis research is to: to investigate how large-scale external assessments can influence the reading school practice of Final Years of Elementary School teachers. The specific objectives, in turn, are: i) to identify the ways in which large-scale assessments interfere with teachers' reading teaching practices; and ii) to understand the relation between this interference and the selection of teaching reading skills. Theoretically, we adopted as presupposed studies about educational processes, conceptions and practices of teaching reading, assessments of school learning and teaching work, based on authors such as Amigues (2004), Menegassi and Angelo (2005), Coracini (2005), Fernandes (2009), Luckesi (2011), Libâneo (2011; 2012), among others. Methodologically, we took the teaching practice as represented by the voice of ten Portuguese Language teachers from eight state public schools in a region of Paraiba, and also by the teaching material representative of their actions in relation to the teaching of this subject in 9th grade classes, developing an interpretivist analysis methodology based on Applied Linguistics, from a linguisticdiscursive anchoring of the data. In this way, the research is part of ethnographic-based investigations and follows the paradigm, essentially, qualitative with an exploratory and explanatory character, as proposed by the studies of Gil (2002; 2008), Kleiman (2013), Siqueira (2014), Moita Lopes and Fabrício (2019), Paiva (2019), Souto Maior (2022), among others. The results point to the fact that the interference of external assessment in the teachers’ teaching practice manifests itself in two ways. On the one hand, the inclusion of content and activities as a result of the positive results of the tests, which implies a redirection of the planning and actions of the collaborators in the classroom. On the other hand, the effect is that teachers are held accountable both for preparing students to take part in the exams and for the poor quality of the results they achieve in these assessments. This shows that the relation between interference and the selection of reading teaching skills by the teacher-participants, in school years when external exams are being administered, occurs directly and explicitly through the content contained in the large-scale assessment curriculum, and can also be intensified by the vertical blame attributed to the professionals (teachers) involved in this process.