Banca de QUALIFICAÇÃO: Elaine Bedin Dornellas

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
DISCENTE : Elaine Bedin Dornellas
DATA : 30/09/2026
HORA: 13:30
LOCAL: Plataforma Google Meet
TÍTULO:

EDUCATION 10 YEARS PROGRAM: THE ASSESSMENT SYSTEM OF THE MATO GROSSO STATE EDUCATION NETWORK AND ITS IMPLICATIONS FOR THE TEACHING-LEARNING PROCESS OF THE PORTUGUESE LANGUAGE

PALAVRAS-CHAVES:

Applied Linguistics; educational assessment; structured teaching system; Portuguese language teaching.

PÁGINAS: 50
GRANDE ÁREA: Linguística, Letras e Artes
ÁREA: Linguística
RESUMO:

This study aims to analyze the assessment process of the Mato Grosso Structured Teaching System—developed under the "Education 10 Years" (Educação 10 Anos) public policy—specifically regarding the teaching and learning of the Portuguese language in the final years of elementary education (middle school) in state schools in the municipality of Sinop, Mato Grosso. Launched in 2022, this policy comprises instructional workbooks, digital platforms, teacher training, and an assessment schedule. This teaching format directly impacts the school environment and classroom practice. Consequently, public assessment policies are designed to raise and standardize the quality of education in state schools. Employing qualitative research with an interpretivist approach, the study utilizes narrative interviews with six state-system Portuguese language teachers and the Basic Education assessment coordinator. The goal is to understand the organization, administration, and analysis of these assessments—linked to learning guidelines—and to highlight teachers' perceptions of this teaching system. The teachers' accounts reveal that the demands imposed tend to reduce time available for other activities, such as school projects and in-depth content review; furthermore, the standardized assessments fail to account for students' diverse needs. Participants report pressure to utilize the prescribed instructional tools, and, as a result, the numerical outcomes generated by the system are frequently emphasized. The findings point to tensions between the "Education 10 Years" Program guidelines and their implementation within the school context—a process that varies depending on external factors, such as the institutional model. The study concludes that understanding the assessment process requires considering the conditions under which this educational proposal is implemented—specifically the realities faced by students and teachers regarding Portuguese language instruction—as well as examining the assessment frameworks and guidelines to ensure appropriate education for all.

MEMBROS DA BANCA:
Presidente - 62022008 - LEANDRA INES SEGANFREDO SANTOS
Interna - 132233001 - VANESSA FABIOLA SILVA DE FARIA
Externo à Instituição - RAIMUNDO NONATO DE PÁDUA CÂNCIO - UFNT