O SAEB e seu impacto nas práticas de leitura em um contexto escolar: treinamento ou letramento?

Abstract

The present study, developed in a Brazilian public elementary school, focuses on the elaboration and application of activities directed to the development of reading practices required by SAEB (Elementary Education Evaluation System). Such exercises, applied to pupils in ninth grade, were based on the Curricular Matrix of Prova Brasil, a national assessment system, which was used until 2019. As theoretical background we use the concepts of autonomous and ideological literacy and through a case study we observed 14 tests which were prepared by teachers and coordinators. In the analysis, we emphasize elements of the process of text selection (publication dates of non-literary texts, typologies and textual genres). The study allowed us to verify that the proposal of the municipal department of education, based on the above-mentioned matrix, has become the school's curricular organization guide. Similarly, we observed that the SAEB proposals were considered positively, but it was not possible to verify whether they guaranteed the development of the critical literacy of the students involved.