The aim of this study is to analyze the extent to which reading, in its sociocultural, linguistic, and cognitive dimensions (CERUTTI-RIZZATTI, 2009), was taken into account in the first 2009 edition of the literacy standardized national assessment test, Provinha Brazil. To accomplish this goal, it draws on both the documents that guide the pedagogical action - both national (BRASIL, 2007) and municipal (SÃO JOSÉ, 2000, 2007) - specified in the Guide Manuals included in the Provinha kit and the results of this assessment for five 2nd-year classes of a municipal school in Grande Florianópolis. The Provinha questions were classified into two major groups (decoding skills and textualization) and discussed individually, merging theoretical discussions on literacy with the results achieved by the students. The conclusion stresses that Provinha Brasil is biased towards the linguistic and cognitive dimensions of reading to the detriment of its sociocultural dimension.
Reading; Literacy; Provinha Brasil
