Avaliação em larga escala da alfabetização: os casos de Paebes Alfa, Proalfa e Spaece Alfa

Abstract

This thesis aims to analyze the main characteristics of three literacy assessement programs of the states in Brazil, between 2009 and 2017: Paebes Alfa, in Espírito Santo; Proalfa, in Minas Gerais; and Spaece Alfa, in Ceará. The analysis seeks to identify similarities and differences between these programs based on ten important criteria for the research of literacy assessment policies. The proposition of these criteria for the analysis of the programs is one contribuition of the thesis. Each criterion and the reasosn for their choice are presented in chapter 4. Part of literature on public policies criticizes the excess of researches aimed at describing programs, without links with the political context (this is discussed in the chapter 1). However, in the case of literacy assessment, there is little research with such objectives. The chapter 3 is dedicated to analyzing the research on the literacy assessment in three relevant educational journals in Brazil (Estudos em Avaliação Educacional; Revista Brasileira de Educação e Revista Brasileira de Estudos Pedagógicos) and in the thesis and dissertation database of Capes, realizing that there is little interest of education research on the topic. The chapter 2 discusses how large-scale educational assessment have come to occupy a central place in the context of educational policies at the same time that literacy has become a priority on government’s agenda. However, the literacy assessment remains without adequate confrontation by educational research. Based on documentary research and interviews with actors who played important roles in the three programs analyzed, we hope with this thesis to present ways for educational research to fill this gap.