AVALIAÇÃO DIAGNÓSTICA NO ENSINO DO PORTUGUÊS DA ESCOLA PRIMÁRIA DO INCONCON (SELES-CUANZA SUL)

Abstract

Assessment is a component that continuously accompanies the teaching-learning process at the beginning, during, and after the process. In each of these three moments, assessment has a function: to diagnose, to control, and to classify, and these are related to the assessment modalities: diagnostic, formative, and summative (Haydt, 2002). Our research focuses on the 1st modality, which is highly relevant insofar as diagnostic assessment contributes to the process of ensuring significant learning and achieving the teaching-learning objectives of the Portuguese language in primary education. Thus, this research has the following objectives: general, to understand how primary school teachers, specifically in the 1st grade, deal with the issue of diagnostic assessment and its results; specific, to find out whether the language that children bring from home is Portuguese or one of the local languages. It should be noted that this research, despite having a theoretical-conceptual preface, its body is essentially field research into the context of the child. To this end, we began by selecting the field of investigation, constituting a sample, and triggering the case study through the following instruments: observation grid (class attendance) and interview guide.