Contribuições pedagógicas para a avaliação em larga escala da produção escrita nas séries iniciais do ensino fundamental

• Ano de defesa: 2012
• Autor(a) principal: Silva, Maria Leonir do Nascimento
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: www.teses.ufc.br
• Palavras-chave em Português: Evaluation of writing; Literacy; Crianças - Escrita - Avaliação - Ceará; Alfabetização - Ceará; Aprendizagem - Avaliação - Ceará; Programa Alfabetização na Idade Certa
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/7493

This research aims to verify whether it is possible to evaluate large-scale writing texts for students of 1st year of elementary school. Thus, we analyzed different textual productions of children participating in pre-tests conducted by the evaluation team of the Alfa-PAIC (Age Literacy Program in One). During the study, we systematized possible criteria for analysis in order to better investigate written in the 1st year, taking a greater proportion, a greater quantity of students. These criteria attempt to cover essential aspects of textual production, as the subjective assessment of writing. This is a qualitative and descriptive in that it is analyzed textual productions of children in the literacy phase. In the research field during the pre-tests, data were collected and questionnaires were applied to research some of the teachers of the classes tested in order to deepen the studies of literacy and the textual production of the children who were being evaluated. For further qualitative analysis, a laboratory evaluation specialists and literacy was held in which categories were observed analyzing the written production of children at 1 year of elementary school. This study was important to understand the peculiarities of writing for children, precious findings, which revealed the ability of children with less than seven years, public school students, were able to write texts with meaning, significance and obeying the conventional standards of writing, and those who had not succeeded, at least, approached written pre-syllabic and syllabic levels also interesting for children at this age and evaluated in the middle of the first semester of the school year. The findings showed that it is possible to evaluate large-scale writing of children in the literacy process, specifically, in the 1st grade of elementary school, considering the evaluation as a diagnostic and intervention with the goal of learning.