Resumo

FERREIRA, Caroline Foggiato; IVO, Andressa Aita  e  HYPOLITO, Álvaro Luiz Moreira. THE PNAIC AND LARGE-SCALE ASSESSMENTS: a study of the repercussions on the teachers’ work. Revista Teias [online]. 2022, vol.23, n.69, pp.411-426.  Epub 28-Fev-2023. ISSN 1982-0305.  https://doi.org/10.12957/teias.2022.57637.

In Brazil, the legitimacy of large-scale assessments can be identified through its links with curriculum policies, continuing education for teachers and educational management. The National Pact for Literacy at the Right Age (PNAIC) triggered actions in these three areas by operationalizing the continuing education of literacy teachers aiming to literate Brazilian children up to the age of eight. Considering this, the present article aims to analyze the articulations between PNAIC and the Large Scale Assessments, and specifically, to discuss their effects on the teaching work of literacy teachers in the context of Santa Maria - RS, between the years 2012 and 2016. For this, the qualitative research had as instruments of data production the documentary analysis of the official and legislative documents that guided the PNAIC, and semi-structured interview with 13 literacy teachers, 1 Study Advisor, 1 Trainer and the General Program Coordinator at UFSM. For data analysis, we use content analysis. In the context researched, the results indicate that the articulation between the PNAIC and the Large Scale Assessments happened hybridly, since the actions produced within the scope of the Program valued playful pedagogical practices and professional experience, but established their link to (in) student success in such assessments. We concluded that the effects on the teaching work were the accountability and the training of the literacy teachers’ professional identity but also, the production of resistance as the refusals not to apply simulations based on such evaluations.

Palavras-chave : PNAIC; large-scale assessments; teaching work..

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