Avaliação por critérios no 1.º ano do ensino fundamental: respeitando as hipóteses de escrita e leitura dos alunos

Abstract

The theme of the study is to discuss the evaluation in the 1st year of primary education, in the literacy process, in a private school. Taking into account the sociointeractionist conception, part of the knowledge of the different writing hypotheses studied by the researcher Emilia Ferreiro and the reading strategies that the students begin this school phase. Perceiving the different phases and rhythm of the students, it was verified the need for diversified assessments and with specific criteria for each phase. Thus the work outlines the different types of evaluation, giving examples of different activities for each hypothesis studied, emphasizing the writing survey to identify the hypotheses. It presents the results obtained in a class in the year 2017 and also performs a discussion about the classification evaluation in this initial period of reading and writing learning. The work carried out has shown that all children advance in the process of literacy, each in its own rhythm and this must be respected at the time of decision of their school life.