Competências linguísticas nas avaliações de língua portuguesa do SAEGO : uma análise à luz da educação linguística

Abstract

This dissertation falls within the field of Linguistic Education and investigates the linguistic competencies mobilized by the Portuguese Language assessments of the Goiás State Educational Assessment System (SAEGO), considering the diagnostic, formative, and summative assessments administered to 9th-grade classes at the Goiás Military Police State School, located in the municipality of Mozarlândia, Goiás. The research is grounded in the understanding that external assessments constitute important instruments of public educational policy and seeks to analyze their contribution to Portuguese Language teaching beyond the mere measurement of academic performance. The general objective is to analyze the linguistic competencies present in SAEGO assessments in light of the principles of Linguistic Education. Specifically, the study aims to understand the theoretical foundations of Linguistic Education, discuss the conceptions of language found in the curricular documents guiding Basic Education, identify the linguistic competencies mobilized by the assessments, and reflect on the contributions of these results to pedagogical planning. The investigation is primarily based on the work of authors such as Bakhtin, Antunes, Rojo, Kleiman, Bagno, Palma et al., Pessoa et al., Ferraz, Tilio, and Rocha—who view language as a social practice—as well as on the normative documents guiding Portuguese Language instruction, particularly the National Common Curricular Base (BNCC), the Curricular Document for Goiás (DC-GO), and the SAEGO Reference Matrix. Methodologically, this study is characterized as qualitative, descriptive, bibliographic, and documentary research. Its corpus comprises the Diagnostic, Formative, and Summative assessments of SAEGO, performance reports provided by the Center for Public Policy and Education Assessment (CAEd), and official documents related to the assessment system. The analysis revealed that the assessments cover competencies related to reading, inference, argumentation, meaning construction, textuality, and the comprehension of various discourse genres, aligning with the principles of Linguistic Education. However, it was found that the inherent limitations of large-scale assessments prevent the full coverage of all language dimensions, particularly those related to orality and text production. The study concludes that the results generated by SAEGO can serve as valuable tools for pedagogical reflection when interpreted critically, contributing to the planning of teaching practices and the strengthening of students' linguistic development.