The procedures for evaluation of reading in basic education: influences of the Brazil Test

Abstract

This work, linked to the Interaction and Writing Research Group (UEM/CNPq www.escrita.uem.br) and to the research project Practice of reading evaluation and training of the reader (UEM), is sustained by the evaluation presupposition, by the theory about reading provided by Applied Linguistics and, especially, by the conception of language and teaching epistemologically original from Bakhtin’s and Vigostki’s concepts. Thus, the procedures in relation to reading – constituent axis of the writing process, along with textual production and linguistic analysis – are discussed, bearing in mind the reality evidenced in Portuguese lessons in the early grades of public education of the northwestern region of the state of Paraná. We present, in this perspective, the research data about the instruments of evaluation of reading in the early grades elaborated in accordance with Prova Brasil (Brazil Test), comparing them with the reading practice and the training of the reader observed in class. The analysis of the data testifies that, although there is a guideline that endorses the work of reading, the inefficacy in the teaching process of this ability does not permit a satisfactory development. By means of this result, we certify that, still, the range of literacy – that presupposes the construction of senses by the subject, bearing in mind a real and social surroundings of practice of reading and textual production – does not occur by virtue of the absence of adequate procedures and instruments in the class of mother language.