Avaliação da aprendizagem da leitura e da escrita no primeiro ano do ciclo de alfabetização na perspectiva histórico-crítica

Abstract

This work, of a theoretical and bibliographic nature, aim to study the evaluation of reading and writing learning in the first year of elementary school. The objective is to to contribute to the clarification of elements that corroborate the pedagogical practice in literacy, regarding process evaluation. To understand the elements of this object, we present discussions about literacy in Brazil highlighting the assumptions of the constructivist perspective, a theory that has become hegemonic in recent decades in Brazil, and its implications on the teaching and learning process of reading and writing. We also approach the theoretical and methodological assumptions of historical-critical pedagogy, which is the reference that underlies our study, explaining how the process of literacy is understood by this theoretical perspective. We have assumed therefore that the evaluation is an inherent action in human activity, so it does not happen only in the school context. However, it is necessary to differentiate the practical and immediate evaluation from the intentional evaluation, carried out at school and which has a systematic character. Thus, to discuss the evaluation of the literacy process in the first year of elementary school in the light of historical-critical theory, it was necessary to understand and present in this work how reading and writing takes place in this stage of Basic Education. Based on the authors studied, we consider that for children to be literate they need to develop certain skills and, in this sense, we dedicate part of this work to discuss some issues related to child development and its relationship with school learning. We emphasize that the organization of a developmental teaching requires the teacher to plan activities that cause psychic changes in children, so the evaluation is part of the pedagogical practice not only as a product, but also as a process, since to plan such activities, the teacher needs to assess the child's level of development. We reinforce that the literacy pedagogical practice is constituted by multiple determinations and situating the evaluation in this practice is not a simple task. Thus, we did not intend to create evaluative models, but in our final considerations we made a theoretical effort and outlined, based on the ideas presented throughout this work, didactic principles to evaluate reading and writing learning.