External assessment in literacy classes in the state of Espírito Santo

Abstract The article aims at understanding the meanings produced for the Assessment of Elementary Education Programme of Espírito Santo - Literacy (Paebes-Alfa, from the Portuguese Programa de Avaliação da Educação Básica do Espírito Santo – Alfabetização). It uses the contributions from the Bakhtin Circle as its theoretical framework and it adopts case study as a research methodology, emphasizing the analysis of dialogues with and of the Programme’s participating subjects from one of the municipalities of Espírito Santo. The research corpus is constituted by documentary sources and records of dialogues during the application of Portuguese Language assessment tests carried out in first and second grade Elementary School classrooms. Despite the authoritative and prescriptive character of the Paebes-Alfa, the research concludes that the subjects produce critical perspectives toward the Programme, subverting the imposed order.

摘要 本研究旨在解析圣埃斯皮里图州基础教育评估-识字项目（Paebes-Alfa，源自葡萄牙语Programa de Avaliação da Educação Básica do Espírito Santo – Alfabetização）所生成的意义内涵。研究以巴赫金学派（Bakhtin Circle）的理论为核心框架，采用个案研究法作为研究范式，重点分析来自圣埃斯皮里图州某一市镇的项目参与主体与该项目的互动对话，以及参与主体自身的对话内容。本研究的语料库由小学一、二年级葡萄牙语学科评估测试实施过程中的文献资料与对话记录构成。尽管Paebes-Alfa具备权威性与规定性特质，但本研究最终发现，项目参与主体对该项目形成了批判性认知，实则颠覆了其所强加的既有秩序。