Reflexões sobre especificidades didático-pedagógicas dos itens de leitura da avaliação da alfabetização no Brasil

Abstract

In this paper, there is an analysis of two evaluations of literacy in Brazil, approaching the context of its implementation and, mainly, reflecting on their didactic-pedagogical paths and specificities, which are: the Programa de Avaliação da Alfabetização do Estado de Minas Gerais(Proalfa) and Provinha Brasil. It was performed a bibliographic research as well as a survey and data analysis on these evaluations, which allowed to verify the importance of considering different strategies in the elaboration, application and analysis of the items aimed to evaluate the literacy. There are two types of items: single model items, which are fully read by students, and hybrid model items, which are partially or fully read by the applicator. Hybrid model items contribute to capture information from student readers, but also from non-reader students, which reflects in the identification of different profiles of literacy learning. It was verified that the ways employed to develop items are underpinned in a notion of literacy and literacy teaching, a concept that influences not only the making but also the selection of items for the evaluation.