O verbo explicar em enunciados de testes de avaliação do ensino básico : estudo de valores semânticos e pragmáticos

• Autor(a) principal: Rodrigues, Sónia Valente
• Data de Publicação: 2018
• Outros Autores: Duarte, Isabel Margarida, Silvano, Maria da Purificação
• Tipo de documento: Livro
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://hdl.handle.net/10216/119704
• topic: Ciências da linguagem; language sciences

This works, in the field of Applied Linguistics, carries out a line of research that relates linguistic analysis and texts produced in educational context and of teachers training. The dimension of this research which analyses evaluation questions in tests for elementary students enabled us to highlight, among other features, the high frequency of the use of the verb explicar ('explain') and its several meanings in an evaluation school context. Some of these uses lead to discursive and pragmatic misunderstandings, situation which is frequently associated to school failure. The objective of this study is to contribute to the identification of these use problems regarding the expression and comprehension of evaluation questions built with the verb explicar. To achieve this aim, we built a corpus with evaluation questions using the verb explicar, extracted from written evaluation tests, and with the answers given by teachers and students. All the texts are from the following subjects: Maths, Chemistry and Physics, History, Geography and Portuguese, and they are authentic documents, used during the school year 2014-2015, in Agrupamento de Escola de Vilela. The study revealed that, in addition to the presence of some discrepancy between the semantic and pragmatic values of the verb explicar in the different school subjects, there are differences between the answers expected by the teachers and the ones given by the students, because of the different meanings attributed to the verb of the instruction. This research produced relevant conclusions to better understand the problem of incomprehension of instructions in evaluation tools (like tests, worksheets or exams) by students, which will allow proposing some solutions strategically oriented to solve this problem.