Inserção de atividades como efeito da avaliação externa na disciplina de língua portuguesa.

Abstract

This article presents a section of a research in its final stages about the impacts of external evaluations in teaching reading in public schools in the state of Paraiba (Brazil), and aims to investigate the main form in which this evaluation interferes with the Portuguese language teaching practice of Elementary School teachers - Final Years. We adopted as presupposed studies about learning evaluation, tools and forms of assessment and teaching work. Methodologically, we took as data examples, fragments of representative speeches of Portuguese Language teachers from eight state public schools in a region of state of Paraiba. For this purpose, we developed an interpretivist methodology of analysis based on Applied Linguistics, from a linguistic-discursive approach to the data. The results and study considerations pointed to a manifestion of external evaluation in school practice, which is given by the inclusion of activities based on the positive results of external tests, by imposing redirection of activities and specific reading classes as a way of certifying success close to the time of new tests.