RE-EMPHASIS ON ASSESSMENT PRACTICES IN LITERACY FROM AN INCLUSIVE PERSPECTIVE

Abstract

This article addresses the re-signification of assessment practices in literacy from an inclusive perspective, starting from the understanding that assessment plays a fundamental role in the teaching and learning process, especially in the early years of schooling. Historically, assessment has been marked by classificatory approaches that do not always contemplate the diversity present in classrooms, highlighting the need to rethink its purposes and methods in light of an education committed to equity. In this context, the problem guiding this research is related to the difficulty of aligning traditional assessment practices with the principles of inclusive education, considering the different rhythms and forms of learning of students. The objective of the study is to analyze, through a literature review, how assessment practices in literacy can be re-signified from an inclusive perspective, identifying challenges, possibilities, and strategies that favor the learning of all students. To this end, a qualitative, exploratory approach was adopted, based on the analysis of 14 works, including 5 scientific articles, 8 books, and 1 normative document, published between 1994 and 2022, selected from databases such as Google Scholar and SciELO, using previously defined inclusion and exclusion criteria. The results show a convergence among the authors regarding the need to overcome traditional assessment models, highlighting the importance of formative, diagnostic, and mediating assessment as strategies capable of promoting inclusion and continuous monitoring of learning. Furthermore, the relevance of the teacher's role in conducting these practices was verified, as well as the need to use diverse instruments that consider the singularities of the students. Challenges related to teacher training, the structural conditions of institutions, and the persistence of traditional conceptions of assessment were also identified. It is concluded that the re-signification of assessment practices in literacy is essential for building an inclusive education, making it necessary to invest in teacher training and the adoption of pedagogical strategies that value diversity, contributing to the promotion of more equitable and meaningful learning.