A prova Saeb e as práticas pedagógicas no ensino de língua portuguesa em escolas estaduais de Quirinópolis-GO

Abstract

Since the creation of the National Institute of Studies and Educational Research Anísio Teixeira (Inep) in 1930, Brazilian education has been a priority for this institute, particularly regarding external assessments that permeate educational institutions. In this context, considering the evolution of Inep, this study focuses on the Basic Education Assessment System (Saeb) as its object of investigation, given its importance for Brazilian schools. Thus, considering the format of this assessment and its direct influence on teaching approaches adopted by Portuguese Language teachers, this research aims to investigate how the results of Saeb in lower secondary education (Elementary School II), in public schools in Quirinópolis (GO), contribute to the organization of Portuguese Language teaching and to the orientation of pedagogical practices in schools and by teachers. Furthermore, the specific objectives of this study are: to investigate the pedagogical use of Saeb results in the practices of Portuguese Language teachers through interviews and questionnaires; to reflect on the impacts of these results on teaching-learning processes, especially regarding the organization of pedagogical practices; and to examine whether and how the results of this assessment contribute to teachers’ perceptions of students’ knowledge in Portuguese Language. To support this research, a bibliographic review was conducted, drawing on authors such as Bakhtin (2010), Geraldi (2006), and Freire (1989), who address Portuguese Language teaching and reading, as well as Hoffman (1995, 2001), Luckesi (2012), Libâneo (1994), Horta Neto (2007), Silva (2007), Grochoska (2013), and Perrenoud (1999), who discuss assessment at different levels. The interest in this topic emerged from a personal concern during the author’s master’s studies and professional experience as a Portuguese Language teacher and teacher educator. A field study was conducted using questionnaires and semi-structured interviews, aiming to outline the socioeconomic profile of the schools and to collect data on Saeb results. Documentary data were also collected from the Inep Portal, allowing for a better understanding of how these results are interpreted by Portuguese Language teachers in the investigated schools. In addition to bibliographic and documentary research, this study is grounded in qualitative research with an interpretative approach, as the results were analyzed from the teachers’ perspectives based on their responses. The research questions guiding this study include: What are the consequences of educational policies for the assessment of Portuguese Language knowledge in lower secondary education, particularly regarding reading and writing? What are the perceptions of Portuguese Language teachers regarding Saeb results? Why, despite improvements in performance indicators, do 13 many teachers still report that students do not read or write proficiently? The hypotheses considered that educational policies play an important role in improving student performance; that teachers perceive these assessments as relevant and adopt actions aimed at improving results; and that persistent difficulties in reading and writing may be related to the pressure teachers feel to focus primarily on test outcomes. Data were collected from Saeb results between 2015 and 2023, as well as from interviews and questionnaires applied to teachers and school coordinators. The study focused on public lower secondary schools in Quirinópolis-GO, specifically on the 9th grade. During the research design, it was initially planned to include schools from the entire regional area; however, due to the COVID-19 pandemic, methodological adaptations were required, including the reduction in the number of participating schools, resulting in the inclusion of only five schools in the city. The analysis of the data revealed that teachers tend to organize their Portuguese Language classes based on Saeb results, especially through activities focused on descriptors and the use of mock tests. The findings indicate that, although Saeb results contribute to the organization of pedagogical practices, they do not allow for a conclusive assertion regarding the effective development of students’ reading and writing skills, suggesting a mismatch between assessment results and the actual mastery of these competencies