CURRÍCULO PRESCRITO E CURRÍCULO AVALIADO: UMA ANÁLISE COMPARATIVA ENTRE A MATRIZ DO SAEB E O DOCUMENTO CURRICULAR DO TOCANTINS NO ENSINO DE LÍNGUA PORTUGUESA

Abstract

ABSTRACT

This article presents a comparative analysis between the Reference Matrix of the Brazilian Basic Education Assessment System (SAEB) and the Tocantins State Curriculum Document (DCT) concerning Portuguese Language teaching in the 9th grade of lower secondary education. Grounded in Critical Policy Studies, the research assumes that large-scale assessment is not merely a technical instrument for measuring performance but operates as a curricular regulatory technology. This qualitative documentary study examines the axes of language practices, competencies, and skills established in the documents, identifying convergences and asymmetries between the prescribed curriculum and the assessed curriculum. The findings indicate substantial alignment in the reading axis, particularly regarding interpretative and inferential skills. However, formative dimensions such as orality and written text production are not included in the SAEB assessment scope, revealing a selective curricular focus. The study concludes that, although it does not formally replace the state curriculum, the assessment matrix may function as a measurable minimum reference, influencing the centrality assigned to specific language practices within educational policy contexts.

Keywords: large-scale assessment; curriculum; SAEB; educational policy; Portuguese Language teaching.