THE READING PRACTICE IN A SCHOOL IN THE TOCANTINS STATE NETWORK REORIENTED BY THE NATIONAL EXAM NAMED "PROVA BRASIL"

Abstract

The purpose of this paper is to examine and discuss whether the public policies of external evaluations, specifically the exam named "Prova Brasil" can influence the teaching reading procedures of teachers who work in a public school in the city of Araguaína (TO) (Tocantins) and, consequently, change the school culture in that educational institution. This is a case study of a qualitative nature. The data were collected in loco by means of classroom observation and records of school documents, as well as interviews with teachers, school administrators and people related to the State Department of Education. The data analysis revealed that both the external evaluation policies, especially "Prova Brasil", and the policies that were implemented to support these assessments led the school staff to improve their school and reading instruction practices to meet the demands of such assessments, and, therefore, such changes affected this educational institution's school culture.