Provinha Brasil: um potencial instrumento avaliativo?

Abstract

This study presents as central theme the evaluation of learning, with the following general objective: analyzing the evaluation conception of teachers of the 2nd year of elementary school on Provinha Brasil, and specific objectives: identifying the conception of evaluation that underlies the practice of teachers; verifying the link between Provinha Brasil and learning evaluation; describing how Provinha Brasil influences the pedagogical practice and the way to evaluate student learning. This instrument is characterized as a large-scale assessment with the purpose of monitoring the literacy of students enrolled in the second year of elementary school. Thus, we are supported by the theoretical pillars of Afonso (2000) (2008) (2009), Luckesi (2000) (2011), Hoffmann (2019), Libâneo (2014) Esteban (2002) (2012), among others. To achieve the proposed objectives it was initially performed the bibliographic research as the initial step of the methodological process, the study was qualitative in nature with field research in online format, for which we used as an instrument of data collection an online questionnaire prepared with a virtual form (Google Forms), a link was created and sent through social media (WhatsApp), reaching twelve teachers allocated on the 2nd year of elementary school, considering that Provinha Brasil is an assessment applied to students at this stage of schooling. From the information collected it was possible to identify that most of the teachers surveyed believe that Provinha Brasil is an instrument capable of assessing the stage of development/proficiency in Portuguese and Mathematics.