DIAGNÓSTIC ASSESSMENT AS A PEDAGOGICAL MEDIATION TOOL IN LITERACY AND LEARNING RECOVERY

Abstract

This article analyzes diagnostic assessment as a pedagogical mediation tool in the literacy process and in learning recovery, considering the normative and guiding frameworks currently in force in the Brazilian educational context. It is based on the assumption that assessment, when understood as a formative and regulatory practice, goes beyond a classificatory function and becomes central to the organization of teaching work, especially in the early years of Elementary Education. The study articulates theoretical references in educational assessment with official documents that guide both literacy and learning recovery policies, aiming to demonstrate how a qualified reading of diagnostic results can support contextualized pedagogical interventions, curricular reorganization, and the definition of more equitable teaching strategies. Methodologically, this is a qualitative research grounded in documentary and bibliographic analysis, with emphasis on literacy assessment instruments and the guidelines of the National Pact for Learning Recovery. The results indicate that diagnostic assessment, when integrated into systematic processes of pedagogical mediation, enables the identification of learning gaps, the personalization of interventions, and the construction of educational pathways more consistent with students’ needs, contributing to the strengthening of literacy and the reduction of educational inequalities.