National assessment policies for literacy: what does change with the Common National Curricular Base?
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Abstract
In this article, the central issue designed goes through understanding the changes in the assessment policies after the approval of the BNCC in 2017. Initially, the literacy policies framework is presented, also pointing the theoretical reference regarding the thematic. The second section analyzes the guiding documents of the Programa Mais Alfabetização (2018); Política Nacional de Alfabetização - PNA (2019); and the Programa Tempo de Aprender (2020) to understand how the large-scale assessment policy is configured for the literacy stage. We identify that recent documents approved which were analyzed present a direct relationship with assessment policies, and consequently with mechanisms of teacher control and accountability. We also observed an anticipation process of literacy and mechanisms of control to achieve better indexes in this stage, which have gaining centrality in the current educational policies.
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