2026-02-102026-02-102025-09-22BATISTA, Ana Paula Chaves. Avaliação diagnóstica no processo de alfabetização: uma análise sobre a prática pedagógica de uma professora da rede pública em uma escola de Belém-PA. Orientadora: Viviane Gislaine Caetano. 2025. 36 f. Trabalho de Curso (Licenciatura em Pedagogia) – Faculdade de Educação, Instituto de Ciências da Educação, Universidade Federal do Pará, Belém, 2025. Disponível em: https://bdm.ufpa.br/handle/prefix/9183. Acesso em:.https://bdm.ufpa.br/handle/prefix/9183This study analyzes the contributions of diagnostic assessment to the literacy process, seeking to understand how this practice contributes to the learning progress of students in the early years of elementary school. The research is an exploratory case study with a qualitative approach and aimed to answer the following research question: What are the conceptions of a literacy teacher about assessment in the literacy process of children in the early years of elementary school, and how is assessment incorporated into the teaching-learning process for this group? The study's objective was to understand the conceptions of a public school teacher regarding assessment in the literacy process, identifying the pedagogical practices she develops in the classroom. The study concludes that diagnostic assessment is an essential pedagogical tool that can and should be used as a facilitating, mediating, and transformative instrument in the literacy process. This study highlights that diagnostic assessment in the literacy process not only allows teachers to identify their students' writing levels but also guides the planning of literacy activities.Acesso AbertoAvaliação diagnósticaAlfabetizaçãoLetramentoEnsino fundamentalDiagnostic assessmentLiteracyAlphabetizationElementary school.CNPQ::CIENCIAS HUMANAS::EDUCACAOTrabalho de Curso - Graduação - MonografiaAttribution-NonCommercial-NoDerivs 3.0 Brazil