Avaliação diagnóstica de língua portuguesa: habilidades e competências leitoras dos alunos do nono ano do ensino fundamental em uma escola pública de Porto Velho - RO

Abstract

This research presents discussions on the topic of diagnostic assessment, having as research problems: What principles underlie the elaboration of this Diagnostic assessment of the State of Rondônia? What strategies were adopted to check the reading skills assessed? What to expect from this skill rated reader, after the pandemic period? State assessments were produced in accordance with the curricular references and the BNCC and aimed to form hybrid in which the classes were conducted? Based on the aforementioned context, the The general objective was to investigate how the Assessment process took place Diagnoses and what mechanisms are developed in their construction and evaluation. THE theoretical framework was developed based on the bases brought by Cagliari (1994), Carvalho (2014), Chartier (1998, 1990), Colomer (2007), Fernandes (2009), Garcia (2001), Lück (2019), Luckesi (2002, 2018), Saviani (2007, 2011, 2015), Dias Sobrinho (2003), Solé (1998), Zilberman (1985, 1996, 2003, 2009) and other authors. The methodology used a qualitative approach, with an exploratory-descriptive objective through documentary analysis in the results Permanent Evaluation System Educational of Rondônia - SAERO, specifically the curricular component of Portuguese language for 9th year students. With the results from the year 2022, the information found shows that 9th grade students had a standard of performance allocated to the basic standard, that is, still below expectations for the completion of elementary school, being challenging and deserves to be viewed with caution these results referring to the year 2022, in order to create mechanisms to remedy the weaknesses due to the demonstrated performance. At the conclusion of the study, it is emphasized that, in addition to understanding the importance of evaluating learning, starting with the diagnosis to have a scenario that enables pedagogical strategies, but also monitor the indicators obtained through the results of the external evaluation, since all planning depends on this data, as soon as it directs planning pedagogical approach of teachers and schools, encouraging actions that reduce gaps presented in the Portuguese Language curricular component in relation to reading.