Made available in DSpace on 2016-04-27T14:48:47Z (GMT). No. of bitstreams: 1 Nadja Rodrigues da Silva.pdf: 2091688 bytes, checksum: 3f8fc51b9ee6e8e4743f9b9b6f8fc472 (MD5) Previous issue date: 2015-10-01 / This study investigated the practices of literary and evaluation from the first two years of the elementary school level I teachers. The intent is to reveal how these practices are established in the classroom context, in order to evaluate the children passing through the literacy process. The research is developed in a qualitative perspective using as methodological procedures a semi-structured interview, a questionnaire, and observations in the classroom. The subjects of the research consisted of three female teachers that act in the early years of the elementary school level I in a private school of the São Paulo city. From the qualitative approach, the participant observation was the main strategy used in order to collect the data, which included recordings of situations experienced by the teachers and the schoolchildren. The descriptions arise from the literacy and evaluation events observed and from the interviews with the teachers, which consisted of speaking, reading, and writing skills. To discuss the literacy theme, we used the psychogenesis studies of Ferreiro and Telberosky (1999), and Soares (2003) as references. The theme evaluation was discussed using the works of Hoffmann (2009) and Luckesi (2011). Based on data analysis, the study evinced that the literacy and evaluations conceptions existent in the teachers practices resulted from different didactics pedagogical approaches / O presente estudo investigou as práticas de alfabetização e avaliação de professoras dos dois primeiros anos do ensino fundamental I. A pesquisa se desenvolveu numa perspectiva qualitativa e os procedimentos metodológicos foram entrevista semiestruturada, questionário e observação de aula, com registros de situações vivenciadas entre professoras e alunos. Os sujeitos da pesquisa são três professoras que atuavam nos primeiros anos do ensino fundamental I, em escola privada do município de São Paulo. No que se refere à alfabetização, tomamos como referência os estudos da psicogênese de Ferreiro e Teberosky (1999) e Soares (2013) e, para a avaliação as discussões apontadas por Hoffmann (2009) e Luckesi (2011). A partir das análises dos dados, o estudo evidenciou que as práticas de alfabetização e avaliação analisadas são decorrentes da apropriação e articulação de diferentes abordagens didático-pedagógicas