Competência leitora no ensino fundamental : um estudo diagnóstico e de intervenção a partir dos resultados do SAEB.

Abstract

This dissertation investigates the reading competence of 9th-grade students in Brazilian elementary education based on the analysis of results from the Basic Education Assessment System (SAEB), editions 2021 and 2023. The aim was to diagnose the main performance weaknesses identified in the latest editions of the test, namely descriptors D7 (identifying the thesis of a text) and D8 (establishing the relationship between the thesis and the supporting arguments), and, based on this diagnosis, to develop a pedagogical intervention aimed at improving these skills. The study constitutes a snapshot of the local reality, conducted in a public state school in Santa Cruz do Sul/RS, and adopted a diagnostic-experimental approach, involving 50 students divided into an Experimental Group (EG) and a Control Group (CG), who were submitted to pre- and post-tests and a pedagogical workshop, directed only at the experimental group, in order to test the efficacy of the intervention. Quantitative analysis, carried out through repeated measures ANOVA, aimed to identify significant differences between groups and evaluation moments, while qualitative analysis considered aspects of the school context and reading practices. The results demonstrated significant improvements in the experimental group, showing that interventions based on external assessment data can effectively contribute to the development of reading competence, as well as support teaching practice and pedagogical planning in accordance with the guidelines of the National Common Curricular Base (BNCC) and the Rio Grande do Sul Curriculum Framework (RCG). The study reaffirms the relevance of the pedagogical use of SAEB results as a diagnostic tool and proposes reflections on challenges and possibilities for improving learning in local contexts.