Diversidade linguística e padronização avaliativa no ensino inicial da leitura e da escrita: crítica vygotskyana do Sistema de Avaliação da Educação Básica (SAEB)

• Ano de defesa: 2020
• Autor(a) principal: Scherer, Danielle Severo
• Orientador(a): André, Tamara Cardoso
• Banca de defesa: Tallei, Jorgelina Ivana , Amato, Laura Janaina Dias , Malanchen, Julia
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Foz do Iguaçu
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino
• Departamento: Centro de Educação Letras e Saúde
• País: Brasil
• Palavras-chave em Português: Avaliação de larga escala; Teoria histórico-cultural; Diversidade linguística; Prova Brasil/SAEB
• Palavras-chave em Inglês: Large-scale assessment; Historical-cultural theory; Linguistic diversity; Brasil/SAEB test
• Área do conhecimento CNPq: EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: http://tede.unioeste.br/handle/tede/4959

It analyses the language conceptions underlying the Basic Education Assessment System (SAEB) to assess and understand its adequacy to the concrete reality of Brazilian linguistic diversity. It raises the following questions: Does Prova Brasil consider the cultural and linguistic diversity of Brazil? Is it possible to use the same test model to measure the quality of teaching in a country of marked linguistic diversity? Does the minimum teaching guarantee the basic knowledge learning? What is foreseen in these documents is what really matters to teach and learn in schools in the context of linguistic diversity? It adopts bibliographic research, of basic nature, based on the Historical-Cultural Theory and the Dialectical Materialist Method, mainly Vygotsky’s theory, to understand the relations between language and culture and to analyze the Brazilian linguistic diversity with the intent of describing and carrying out a critical analysis of the assessment policy of Prova Brasil/SAEB’s Portuguese test of the 5th year of Elementary School, its Reference Matrix and political documents on which it is based. It concludes that SAEB's conception is structuralist and does not meet teaching and learning needs in Brazil. The test standardizes evaluations, pedagogical practices, curricula, schools, people, languages, with the objective of producing standardized workers for the market. The evaluative standardization of reading and writing in the context of linguistic diversity allows the control of the working class and legitimizes exploitation in a capitalist society.