Avaliação na alfabetização em Campo Grande-MS (2016-2019)

• Autor(a) principal: Monteiro, Hellen Caroline Valdez
• Data de Publicação: 2022
• Tipo de documento: Artigo de conferência
• Idioma: por
• Título da fonte: Repositório Institucional da UFS
• Texto Completo: https://ri.ufs.br/jspui/handle/riufs/19003
• topic: Pedagogia histórico-crítica; Alfabetização; Avaliação; Historical-critical pedagogy; Literacy; Evaluation

This paper aims to point out some challenges to pedagogical work with 1st year classes of elementary school in Campo Grande-MS, in the Municipal Education Secretary of the municipality, in view of the evaluation model in the form of "diagnostics". We initially seek the philosophical conceptions of historical-critical pedagogy in Saviani (1999, 2005, 2013) and Soares's contributions (2004, 2009) on the recurrent criticisms of the theories, methods and concept of literacy. To illustrate these problems, we used critical analysis of the skill tables to be evaluated for this phase of literacy, from 2016 to 2019, which is required in the spreadsheet format of the regent teachers. We conclude with reflections about the conception of the world according to Gramsci (1978) and the function of knowledge as an instrument for the working class to build its own conception of the world, contrary to the determinations of neoproducitive pedagogy, which evaluates skills and abilities through state action.