PROALFA: avaliação e propostas pedagógicas (2009-2011)

Abstract

PROALFA is a Program of Literacy Evaluation applied in Minas Gerais which aims to check the literacy level among the students of public schools in the state. The main topic of this dissertation is to evaluate the impact of the results of this program in school environment by analyzing five public schools from Juiz de Fora. In order to achieve this, language is assumed as something happening from the interaction of two or more individuals inserted in a given social context, according to the way the literacy process in the initial years of education are conceived. To do so, this thesis used academic papers, such as Bakhtin (2002); Rojo (2009); Bortoni - Ricardo (2006 and 2009); Kleiman (1997); Mortatti (2004) and Soares (2006). To analyze the assessment in this context Franco (2007); Freitas (2007) and Souza and Oliveira (2010) productions were used. As important references some essays about PROALFA that have already been written were used, such as Silva (2005), Falci (2005) and Carvalho (2010). Furthermore, the publication made by Monteiro (2010) and Carvalho and Macedo (2010) were also used. From the observation of the results of PROALFA, the decision about which schools should be analyzed was made: three of them achieved better results in the test over the period 2009-2010 and the other two had worse results in the same period. During the field researches, semi-structured surveys were applied with the assistance of principals, coordinators and teachers who have been working at these schools for the past three years and also with the assistance of the professionals who were responsible for idealizing, developing and applying PROALFA in Minas Gerais. After analyzing the results of the surveys it was concluded that PROALFA is an evaluation program that has changed the way teachers, coordinators and managers of public schools in Minas Gerais work, sometimes introducing these professionals to a new conception of education and sometimes allowing the practice of training for evaluation in classrooms. It was noticed that education professionals do not have enough knowledge about the mechanisms of this evaluation.