A experiência de alfabetização do terceiro ano do ensino fundamental em Jaguarão: desafios da avaliação

Abstract

The research was carried out with the intention of investigating and understanding how the evaluative process inherent in reading and writing occurs, in children of the third year of elementary school, in the municipal network of the city of Jaguarão/RS. The problem was due to the perception and concern that students are reaching the 3rd year without knowing how to read and write. In this context, it was intended to answer the following questions: What is the teachers' perception of the literacy difficulties presented by children in the third years of the Initial Years, and what pedagogical alternatives for the advancement of these children in the third year? Public Literacy policies are addressed as a theoretical framework, the Pro-Literacy of 2008, National Pact for Literacy at the Right Age (PNAIC) 2012 This legal act was revoked on July 7, 2017, by Ordinance No. 826, of July 7 of 2017 (BRASIL, 2017) National Literacy Policy (PNA) of 2019. Reading and writing in the early years, which addresses reflections on the theme of Literacy, Literacy, Reading and Writing Assessment, based on some specialist authors in the area such as: FERREIRO, SOARES, HERNANDEZ, ESTEBAN, LUCKESI, also weaving approaches with Freirean pedagogy and Literacy and Literacy. In the intervention project, the diagnosis was carried out based on pedagogical letters, in which an action plan was proposed that contemplates as a final result the creation of the guiding document of the principles of evaluation of literacy in the municipality of Jaguarão RS, this was structured and presented in the first municipal conference on education CONAE 2022, in the Training of Supervisors of schools in the municipality and for teachers in the first, second and third years of Elementary School and managers who are part of the municipal secretary of education. It is proposed that, at the beginning of the first two months of the 2022 school year, the use of this guiding document be included, as an evaluative basis for the development of students' knowledge. The pedagogical letters mobilized the research participants and very effectively provided dialogue and countless reflections for the accomplishment of this work, as well as allowing them to have a sense of the emotion of each teacher when sharing their anxieties, experiences and knowledge in the school environment.