This article discusses the assessment policies of literacy, using Provinha Brazil, to reflect on the senses that the assessment has been gaining in the context of public policies and in daily school life. The work has been developed from research with the daily school life articulated with participatory action research. The relations established between the processes and results in macro and microstructural spheres make it necessary to question the relations produced between the established policies and the construction of processes favorable to the learning of all children. Based on the critical movement in the field of educational assessment and on the postcolonial theory, it problematizes large-scale assessment, contrasts examination and assessment and discusses processes that can effectively contribute to the literacy of the working class children.
assessment; literacy; daily school life