Práticas avaliativas no processo de alfabetização nos anos iniciais do ensino fundamental

Abstract

This Undergraduate Thesis addresses the assessment practices of literacy teachers. In this study, literacy is understood as a complex process that involves the appropriation of the alphabetic writing system within the context of social practices of reading and writing (Soares, 2003; 2016). In this perspective, assessment is a fundamental element for monitoring children's learning, as it enables the teacher to observe, interpret, redirect, and mediate pedagogical practices (Hoffmann, 2001). The general objective of this research is to analyze the assessment practices of literacy teachers who work with 1st and 2nd grade classes of Elementary School in a public school in João Pessoa, Paraíba. The specific objectives were: to understand the teachers’ conceptions of literacy and their relationship with assessment practices; to reflect on assessment as a mediating element in the literacy process; and to identify the strategies, instruments, and forms of assessment records used by the participants, focusing on the mediation of the literacy process. This is a qualitative research study conducted through semi-structured interviews with four teachers. Data analysis was based on Content Analysis proposed by Bardin (2011) and supported by the theoretical framework. The study reveals that the participants recognize assessment as a dialogical process integrated into their pedagogical practices. It also highlights the challenges that affect the monitoring of literacy, especially regarding the need to address different learning trajectories and paces in contexts marked by institutional and professional constraints. It is concluded that rethinking assessment in the literacy cycle implies understanding it as an intentional action committed to students’ learning.