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Este estudo foi realizado em uma turma do 2o ano do ensino fundamental, em uma escola publica do municipio de Duque de Caxias no estado do Rio de Janeiro. O trabalho buscou pistas e indicios das possiveis implicacoes da Provinha Brasil no cotidiano escolar, procurando compreender como elas sao ressignificadas pelos sujeitos participantes do cotidiano escolar e suas contribuicoes para a aprendizagem dos/as alunos/as. No campo teorico-metodologico, Ginzburg (1989) e Certeau (2012) proporcionaram as principais referencias para investir no desafio da pesquisa do cotidiano. Para a construcao dos dados foram utilizadas observacao direta, entrevistas e analise de documentos. Como indicio reativo e, tambem, de resistencia, tanto a escola como a professora da turma 2B demonstraram indiferenca quanto ao uso da Provinha Brasil como diagnostico e ajuda no planejamento pedagogico, o que implica desusos. As praticas investigadas na turma 2B transbordaram as barreiras da avaliacao e revelaram a complexidade e multiplicidade dos fios que tecem o cotidiano escolar.Palavras-chave: Avaliacao, Alfabetizacao, Cotidiano escolar. Provinha Brasil and Interfaces in Quotidian of a Public School from Baixada FluminenseThis study was conducted in a 2nd year class of an elementary public school in the municipality of Duque de Caxias in state of Rio de Janeiro. The research sought clues and evidence of possible effects and implications of Provinha Brazil in school quotidian, trying to understand how they are re-signified by subjects participating in, the school context practitioners and their contributions to the students learning. In theoretical and methodological field, Ginzburg (1989) and Certeau (2012) provided the main references to invest in the challenge of school context research. For the construction of the data it was used direct observation, interviews and analysis of documents. As reactive clue and also resistance, both the school and the teacher of the class 2B demonstrated indifference regarding the use of “Provinha Brazil” diagnosis and its help in educational planning, which implies disuses. The practices investigated in the class 2B overflowed the barriers of the assessment and revealed the complexity and multiplicity of the threads that weave the school context.Keywords: Evaluation, Literacy, School quotidian.

Provinha Brasil e suas Interfaces no Cotidiano de uma Escola Pública da Baixada Fluminense