A Comparison Between Two Investigative Experiences in Literacy: Brazil and Germany

• Main Authors: Claudia Rosa Riolfi (Author), Diana Schuler (Author), Valdir Heitor Barzotto (Author)
• Format: Book
• Published: Universidade Estadual Paulista Júlio de Mesquita Filho, 2010-06-01T00:00:00Z.
• Subjects: article
• Online Access: Connect to this object online.
• Notes: 1517-9869; 1981-8106
• Keywords: Literacy; Diagnostic evaluations; Teacher training.; Education; L; Theory and practice of education; LB5-3640
• Source: Educação: Teoria e Prática, Vol 20, Iss 34, Pp 133-150 (2010)

Our object is the registers of diagnostic evaluations carried out by literacy teachers. We are interested in discovering which knowledge they use to register the child's state of art. We questioned which are the abilities and knowledge to be mastered by a professional who wants to register the articulation made by the child concerned to theabilities, attitudes and knowledge necessary in order to write. Therefore, we have analyzed written registers of diagnostic evaluation that were collected in two different places: a municipal school in São Paulo and a state school in Berlin. Data analysis hasshown that the Brazilian teacher does not register any descriptive or analytic comment. She limits herself to the previously established application checking grill. Even in the German school, which preserves the students' scholar memories, the teacher's notesare generic and imprecise, not completely useful to share information about the child with other professionals. Thus we have concluded that the diagnostic evaluations would be more pedagogically useful and fuller of sense in a school considered as a place to do research.