What would you Read about Reading Assessments in Brazil: Tensions and Challenges

Abstract

The article analyzes tensions and challenges that the reading process in Brazil, from what was allowed to read to institutional assessments. We chose to carry out research with a qualitative, exploratory approach, in order to raise aspects that indicate how reading has been portrayed in institutional assessments, such as the Programme for International Student Assessment (PISA, 2019), Brazil Tasting and in the National System of Basic Education Assessment (SAEB, 2018), also in the research Portraits of reading in Brazil (2016) and in the Functional Illiteracy Indicator (INAF, 2018). Firstly, we bring a reflection on reading from its “instability”, taking political decisions as “social constants”. Then, we point out that public policies guided reading, demonstrating how the directions are structured in Brazil after the 1988 Constitution. After that, we perceive the discontinuity in educational policies, in projects to encourage reading, in the exclusion of access from economically fragile social classes, under the responsibility of the State, which, among other aspects, highlights the lack of attention of public authorities for the training of readers. The results indicate that the reading programs focused on basic education in Brazil have resulted in the selectivity designed by educational reforms since the colonial period. However, supports and reading practices have transposed time and composed the reading experiences that are presented today. However, studies are necessary to indicate significant reading skills that are not still guaranteed to all students of basic education.