The teacher's manual: guidelines for teaching and evaluation of reading in textbooks of primary education II
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Data de Publicação: | 2017 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Entretextos |
Texto Completo: | https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/29502 |
Resumo: | In this article, based on the qualitative approach of research, we verified how the teaching guidelines present in the Teacher's Manual can make formative assessment of reading possible. To do this, we initially carried out a bibliographical research on the subject, followed by the selection of two Teacher Manuals, of textbooks of the 8th grade, used in public schools in Belém and approved in PNLD / 2014. Then, we describe the Manuals, observing the theoretical discussions and methodological orientations for reading and evaluation, and then analyze them, using the studies developed by Batista (2009) on textbooks, by Solé (1998) and Koch and Elias (2014) on reading, by Allal (1986) and Hadji (2011) on formative assessment and by Condemarín and Medina (2005) and Beserra (2007) on reading assessment. After the reflection of the Manuals, guided by the research questions, we observe that these bring reflections to the teaching of reading, under the bias of cognitivism and interactionism. In relation to the evaluation, we verified that the formative conception of evaluation is assumed; however, no tools and criteria are proposed for the teacher to evaluate reading. Based on the data, we argued that the teaching and reading assessment guidelines are not enough for the teacher to carry out work that favors the development of students' reading skills. |
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The teacher's manual: guidelines for teaching and evaluation of reading in textbooks of primary education IIO manual do professor: orientações para o ensino e a avaliação da leitura em livros didáticos do ensino fundamental IITextbookTeacher's manualReadingFormative evaluationLivro DidáticoManual do professorLeituraAvaliação formativa.In this article, based on the qualitative approach of research, we verified how the teaching guidelines present in the Teacher's Manual can make formative assessment of reading possible. To do this, we initially carried out a bibliographical research on the subject, followed by the selection of two Teacher Manuals, of textbooks of the 8th grade, used in public schools in Belém and approved in PNLD / 2014. Then, we describe the Manuals, observing the theoretical discussions and methodological orientations for reading and evaluation, and then analyze them, using the studies developed by Batista (2009) on textbooks, by Solé (1998) and Koch and Elias (2014) on reading, by Allal (1986) and Hadji (2011) on formative assessment and by Condemarín and Medina (2005) and Beserra (2007) on reading assessment. After the reflection of the Manuals, guided by the research questions, we observe that these bring reflections to the teaching of reading, under the bias of cognitivism and interactionism. In relation to the evaluation, we verified that the formative conception of evaluation is assumed; however, no tools and criteria are proposed for the teacher to evaluate reading. Based on the data, we argued that the teaching and reading assessment guidelines are not enough for the teacher to carry out work that favors the development of students' reading skills.Neste artigo, apoiando-nos na abordagem qualitativa de pesquisa, verificamos de que forma as orientações sobre o ensino presentes no Manual do Professor podem viabilizar a avaliação formativa da leitura. Para isso, inicialmente, realizamos uma pesquisa bibliográfica sobre o tema, seguida da seleção de dois Manuais do Professor, de livros didáticos do 8º ano, utilizados em escolas públicas de Belém e aprovados no PNLD/2014. Depois, descrevemos os Manuais, observando as discussões teóricas e orientações metodológicas destinadas à leitura e à avaliação e, em seguida, analisamo-los, valendo-nos dos estudos desenvolvidos por Batista (2009) sobre livro didático, por Solé (1998) e Koch e Elias (2014) sobre leitura, por Allal (1986) e Hadji (2011) sobre avaliação formativa e por Condemarín e Medina (2005) e Beserra (2007) sobre avaliação da leitura. Após a reflexão dos Manuais, orientada pelas perguntas de pesquisa, observamos que estes trazem reflexões para o ensino de leitura, sob o viés do cognitivismo e do interacionismo. Em relação à avaliação, verificamos que se assume a concepção formativa de avaliação; no entanto, não são propostos instrumentos e critérios para o professor avaliar a leitura. Com base nos dados, argumentamos que as orientações sobre o ensino e a avaliação da leitura não são suficientes para o professor realizar um trabalho que favoreça o desenvolvimento das habilidades de leitura dos alunos.Universidade Estadual de Londrina2017-12-29info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionPesquisa documentalapplication/pdfhttps://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/2950210.5433/1519-5392.2017v17n1p123Entretextos; v. 17 n. 1 (2017); 123 - 1542764-08091519-5392reponame:Revista Entretextosinstname:Universidade Estadual de Londrina (UEL)instacron:UELporhttps://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/29502/22950Copyright (c) 2017 Entretextosinfo:eu-repo/semantics/openAccessOliveira, Márcia Andréa Almeida deSilva, Lívia Cristina Virgolino da2021-03-25T19:02:05Zoai:ojs.pkp.sfu.ca:article/29502Revistahttps://www.uel.br/revistas/uel/index.php/entretextosPUBhttps://www.uel.br/revistas/uel/index.php/entretextos/oai||entretextos.uel@gmail.com|| ppgel@uel.br|| laudi@uel.br1519-53922764-0809opendoar:2021-03-25T19:02:05Revista Entretextos - Universidade Estadual de Londrina (UEL)false |
dc.title.none.fl_str_mv |
The teacher's manual: guidelines for teaching and evaluation of reading in textbooks of primary education II O manual do professor: orientações para o ensino e a avaliação da leitura em livros didáticos do ensino fundamental II |
title |
The teacher's manual: guidelines for teaching and evaluation of reading in textbooks of primary education II |
spellingShingle |
The teacher's manual: guidelines for teaching and evaluation of reading in textbooks of primary education II Oliveira, Márcia Andréa Almeida de Textbook Teacher's manual Reading Formative evaluation Livro Didático Manual do professor Leitura Avaliação formativa. |
title_short |
The teacher's manual: guidelines for teaching and evaluation of reading in textbooks of primary education II |
title_full |
The teacher's manual: guidelines for teaching and evaluation of reading in textbooks of primary education II |
title_fullStr |
The teacher's manual: guidelines for teaching and evaluation of reading in textbooks of primary education II |
title_full_unstemmed |
The teacher's manual: guidelines for teaching and evaluation of reading in textbooks of primary education II |
title_sort |
The teacher's manual: guidelines for teaching and evaluation of reading in textbooks of primary education II |
author |
Oliveira, Márcia Andréa Almeida de |
author_facet |
Oliveira, Márcia Andréa Almeida de Silva, Lívia Cristina Virgolino da |
author_role |
author |
author2 |
Silva, Lívia Cristina Virgolino da |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Oliveira, Márcia Andréa Almeida de Silva, Lívia Cristina Virgolino da |
dc.subject.por.fl_str_mv |
Textbook Teacher's manual Reading Formative evaluation Livro Didático Manual do professor Leitura Avaliação formativa. |
topic |
Textbook Teacher's manual Reading Formative evaluation Livro Didático Manual do professor Leitura Avaliação formativa. |
description |
In this article, based on the qualitative approach of research, we verified how the teaching guidelines present in the Teacher's Manual can make formative assessment of reading possible. To do this, we initially carried out a bibliographical research on the subject, followed by the selection of two Teacher Manuals, of textbooks of the 8th grade, used in public schools in Belém and approved in PNLD / 2014. Then, we describe the Manuals, observing the theoretical discussions and methodological orientations for reading and evaluation, and then analyze them, using the studies developed by Batista (2009) on textbooks, by Solé (1998) and Koch and Elias (2014) on reading, by Allal (1986) and Hadji (2011) on formative assessment and by Condemarín and Medina (2005) and Beserra (2007) on reading assessment. After the reflection of the Manuals, guided by the research questions, we observe that these bring reflections to the teaching of reading, under the bias of cognitivism and interactionism. In relation to the evaluation, we verified that the formative conception of evaluation is assumed; however, no tools and criteria are proposed for the teacher to evaluate reading. Based on the data, we argued that the teaching and reading assessment guidelines are not enough for the teacher to carry out work that favors the development of students' reading skills. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-12-29 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Pesquisa documental |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/29502 10.5433/1519-5392.2017v17n1p123 |
url |
https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/29502 |
identifier_str_mv |
10.5433/1519-5392.2017v17n1p123 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/29502/22950 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2017 Entretextos info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2017 Entretextos |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Estadual de Londrina |
publisher.none.fl_str_mv |
Universidade Estadual de Londrina |
dc.source.none.fl_str_mv |
Entretextos; v. 17 n. 1 (2017); 123 - 154 2764-0809 1519-5392 reponame:Revista Entretextos instname:Universidade Estadual de Londrina (UEL) instacron:UEL |
instname_str |
Universidade Estadual de Londrina (UEL) |
instacron_str |
UEL |
institution |
UEL |
reponame_str |
Revista Entretextos |
collection |
Revista Entretextos |
repository.name.fl_str_mv |
Revista Entretextos - Universidade Estadual de Londrina (UEL) |
repository.mail.fl_str_mv |
||entretextos.uel@gmail.com|| ppgel@uel.br|| laudi@uel.br |
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1799315388906864640 |