Avaliação de larga escala na alfabetização: a média mostra a realidade da aprendizagem?

Abstract

reading and writing performance and indicates learning equality. It aims to understand if Prova Brasil indicates full reading and writing learning, observing the literacy and literacy conception of the National Literacy Assessment (ANA), and Prova Brasil, to investigate the low learning that hides behind a high average . This is an analysis of the reality that the large scale evaluation tests express in Foz do Iguaçu, a municipality that stands out due to the high index in large scale evaluation in the initial years of elementary education. It identifies the fashion and the median in relation to the evaluation applied in 3rd and 6th year elementary school students to analyze the equality-disparity between the results of the large-scale evaluations. Does high average indicate that all children can read? Does it indicate equality in learning? What is the conception of literacy and literacy in the ANA and the Prova Brasil? There are non-literate children in the third and the sixth year, where they go immediately after the Brazil Test, which is done at the end of the fifth year. Description of the literacy conception of ANA and Prova Brasil. Applies evidence based on the reference matrix of the large scale assessments of 2015 and 2016, based on the matrices of the tests of those years. The analysis of the tests shows that they evaluate literacy and not literacy. The graphs show that there is dispersion of data, indicating learning inequality. The results of the tests show non-literate children in the sixth year of elementary school, in a city with high index in large-scale evaluation.