A avaliação diagnóstica da alfabetização como fundamento do planejamento pedagógico: contribuições do PIBID para a formação inicial do professor alfabetizador

2026-07-272026-07-272026-07-03SILVA, Heloisa Pereira da. A avaliação diagnóstica da alfabetização como fundamento do planejamento pedagógico: contribuições do PIBID para a formação inicial do professor alfabetizador. Orientadora: Maria Gorete Rodrigues Cardoso. 2026. 31 f. Trabalho de Curso (Licenciatura em Pedagogia) – Faculdade de Educação, Campus Universitário de Bragança, Universidade Federal do Pará, Bragança-PA, 2026. Disponível em: https://bdm.ufpa.br/handle/prefix/9767. Acesso em: .https://bdm.ufpa.br/handle/prefix/9767This study aimed to analyze the contributions of the diagnostic evaluation of reading and writing to the pedagogical planning, to the understanding of children's literacy processes and to the initial training of the literacy teacher in the context of the PIBID Literacy Bragança Subproject, carried out within the scope of the Institutional Scholarship Program for Initiation to Teaching (PIBID). The research is an experience report, with a qualitative approach and descriptive-reflexive character, based on the experiences of a scholarship holder of the PIBID Literacy Bragança Center in a class of the literacy cycle of a public school. The data were constructed from observations, field diary records, application of diagnostic assessment instruments and elaboration of didactic sequences guided by the results obtained. The theoretical framework articulates contributions from studies on literacy and literacy, formative assessment, pedagogical planning and teacher training. The results show that the diagnostic evaluation allows the identification of children's writing hypotheses, guides more appropriate pedagogical interventions and promotes more meaningful teaching. In addition, it contributes to the development of the reflective and investigative posture of the teacher in training, strengthening the articulation between theory and practice and by promoting a training built within the profession, through the insertion of licentiate students in the school routine and the interaction with experienced teachers. It is concluded that the diagnostic evaluation, when understood as a mediating practice, is a fundamental element both for student learning and for the construction of teaching knowledge in the process of initial training.Acesso AbertoAvaliação diagnósticaAlfabetizaçãoPlanejamento pedagógicoFormação docentePIBIDDiagnostic evaluationLiteracyPedagogical planningTeacher trainingCNPQ::CIENCIAS HUMANAS::EDUCACAOA avaliação diagnóstica da alfabetização como fundamento do planejamento pedagógico: contribuições do PIBID para a formação inicial do professor alfabetizadorTrabalho de Curso - Graduação - ArtigoAttribution-NonCommercial-NoDerivs 3.0 Brazil