Resumo

PERFEITO, Márcia Vânia Silvério; OLIVEIRA-MENDES, Solange Alves de  e  ALMEIDA, Lucinalva Andrade Ataíde de. National Literacy Evaluation in the school context: a view for teaching conceptions and educational management. Sér.-Estud. [online]. 2019, vol.24, n.51, pp.227-248.  Epub 24-Out-2019. ISSN 2318-1982.  https://doi.org/10.20435/serie-estudos.v24i51.1160.

This study had as aim to reflect on the implications of the National Literacy Evaluation (ANA) in the daily practice for literacy by two teachers and a professional of the management team in a Teaching Unity linked to the State Secretary of Education of the Distrito Federal. The research is based on Freitas (2005a, 2005b, 2007, 2012, 2016), Freitas et al. (2012), Luckesi (2011), Vázquez (1968) and other authors as they bring substantial contributions to this knowledge field. As investigation techniques, semi structured interviews were carried out in 2017 second semester, addressed to the manager and to the literacy teachers who work with the 3rd year of the Literacy Initial Block. Some themes were prioritized, such as the importance (or not) of external evaluations for students’ learning and to classroom and at school work referrals, feelings at the moment of evaluation and before the results of ANA; appropriation and analysis of results gauged and use (or not) of these indexes to organize the pedagogical work. The results highlighted how this public policy maintains the school and the professionals under stress; especially the responsibility of subjects has suffered. While the manager expressed concern in lift the indexes, the literacy teachers, on the other hand, revealed commitment with a pedagogical analysis which dialogue with the heterogeneous construction of learning.

Palavras-chave : Nacional Literacy Evaluation; literacy teaching; evaluation of and for learning; organization of pedagogical work.

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