Contributions of the Plataforma Foco Aprendizagem in the teaching of the Portuguese Language
This study investigated contributions from the Plataforma Foco Aprendizagem, which provides data on students’ performance on the assessments implemented by the state network of São Paulo, to the work of the Portuguese Language teacher and the better performance of students in the skills provided by...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | Brasil |
| Institución: | Fundação Carlos Chagas (FCC) |
| Repositorio: | Estudos em Avaliação Educacional |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.publicacoes.fcc.org.br:article/6551 |
| Acceso en línea: | https://publicacoes.fcc.org.br/eae/article/view/6551 |
| Access Level: | acceso abierto |
| Palabra clave: | Portuguese Language Teaching Assessment of School Performance Curriculum São Paulo Plataforma Foco Aprendizagem Enseñanza de la Lengua Portuguesa Evaluación del Rendimiento Escolar Currículo São Paulo Ensino de Língua Portuguesa Avaliação do Rendimento Escolar |
| Sumario: | This study investigated contributions from the Plataforma Foco Aprendizagem, which provides data on students’ performance on the assessments implemented by the state network of São Paulo, to the work of the Portuguese Language teacher and the better performance of students in the skills provided by the Matriz de Avaliação Processual, implemented in 2016. The study is interventionist, conducted in the researcher/teacher’s own practice. The theoretical reference is based on the dialogical conception of language defended by Bakhtin and on the approaches to teaching textual genres of the Language Didactics Group of the University of Geneva. Data were obtained from 6th grade classes at a school in Greater São Paulo. The results show that the use of the Plataforma contributed to the improvement of students’ performance in all predicted abilities, as well as to the teacher’s work in carrying out more individualized diagnoses and interventions. |
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