Literacies, textual genres and Brazil Assessment: what kind of development is it possible?

Abstract

This article aims to refl ect on the treatment given to the texts of “ProvaBrasil” test and the consequences that such treatment may generate inthe literacy development of students and teachers. For this refl ection, wetake the analysis of textual genres used in the simulated test, released bythe federal government, and we departed from the theoretical backgroundof Sociodiscursive Interactionism (ISD), with the convergence of thediscursive studies to substantiate the analysis of texts . This work is partof the research development that is inside the Observatory of EducationProject/ CAPES 2010, with the title: “School-university partnership:multiple perspectives for literacy-numeracy in the early years of elementaryschool” which has the intention to contribute to a better understanding ofthe concept of literacy and text that emerge from the offi cial prescriptivedocuments of external evaluations, SAEB/“Prova Brasil”, which infl uencethe action of the Elementary Education teacher.