Avaliação escolar : as interrelações entre o letramento e o desempenho dos alunos da rede estadual de ensino de Maringa-PR na prova Brasil
Autor(a) principal: | |
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Data de Publicação: | 2015 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da Universidade Estadual de Maringá (RI-UEM) |
Texto Completo: | http://repositorio.uem.br:8080/jspui/handle/1/4065 |
Resumo: | This study is themed social uses of language, focusing on the relationship between everyday literacies, school and large-scale assessments. It is part of the Applied Linguistics and is sustained methodologically in ethnographic research (DURANTI, 2000, ERICKSON, 1989; JUNG, 2009; LUDKE and ANDRÉ, 2013) and documentary research (Gil, 1987). Its main objective is to understand the relationship between school literacies, everyday literacies of 9th graders of State schools in Maringá and those proposed in the Portuguese Language Assessment Prova Brasil. Given this purpose, we highlight three-research locus: literacy events proposed in the model of Prova Brasil provided by National Institute of Educational Studies Teixeira (INEP), school literacy events and non-school literacy events which students participate. One of theoretical assumptions that guided the research was that of New Studies on Literacy, according which is understood as a set of practical use of the language historically and ideologically contextualized (STREET, 2003, 2010, 2014). For the evaluation, it relied on the theory of mediator assessment (HOFFMANN, 1994) because we believe that this practice should been understood as an instrument in favor of the revision and improvement of educational activities, focusing learning. The results have shown that the low rates of Prova Brasil are not justified only from one aspect. All the factors involved are related, but the evaluative proposal of Prova Brasil stands out as a major factor of the rates of students in Prova Brasil, given the problems of its configuration. Patterns of interaction with written text foreseen by the test are very distinct from school and family practices, because they focus on specific and grammatical issues. In addition, the genres presented differ from the reality of the student because they belong mostly to literary, journalistic and instructional levels. As for school and non-school literacies, parents reaffirm one hand the literacy myth, because they hope that their children take ownership of school literacy to improve their lives, but on the other hand, they reveal there is a discontinuity between the literacy practices in which they participate and those proposed by the school. In terms of contribution, we point out that the data show that we need more work to describe the local literate cultures, in order to demystify the results of tests on a large scale and rethinking Brazilian educational policies. |
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Avaliação escolar : as interrelações entre o letramento e o desempenho dos alunos da rede estadual de ensino de Maringa-PR na prova BrasilAvaliação escolarLetramentoProva BrasilPolíticas educacionaisBrasil.LiteracyEvaluationProva BrasilEducational policiesBrazil.Linguística, Letras e ArtesLetrasThis study is themed social uses of language, focusing on the relationship between everyday literacies, school and large-scale assessments. It is part of the Applied Linguistics and is sustained methodologically in ethnographic research (DURANTI, 2000, ERICKSON, 1989; JUNG, 2009; LUDKE and ANDRÉ, 2013) and documentary research (Gil, 1987). Its main objective is to understand the relationship between school literacies, everyday literacies of 9th graders of State schools in Maringá and those proposed in the Portuguese Language Assessment Prova Brasil. Given this purpose, we highlight three-research locus: literacy events proposed in the model of Prova Brasil provided by National Institute of Educational Studies Teixeira (INEP), school literacy events and non-school literacy events which students participate. One of theoretical assumptions that guided the research was that of New Studies on Literacy, according which is understood as a set of practical use of the language historically and ideologically contextualized (STREET, 2003, 2010, 2014). For the evaluation, it relied on the theory of mediator assessment (HOFFMANN, 1994) because we believe that this practice should been understood as an instrument in favor of the revision and improvement of educational activities, focusing learning. The results have shown that the low rates of Prova Brasil are not justified only from one aspect. All the factors involved are related, but the evaluative proposal of Prova Brasil stands out as a major factor of the rates of students in Prova Brasil, given the problems of its configuration. Patterns of interaction with written text foreseen by the test are very distinct from school and family practices, because they focus on specific and grammatical issues. In addition, the genres presented differ from the reality of the student because they belong mostly to literary, journalistic and instructional levels. As for school and non-school literacies, parents reaffirm one hand the literacy myth, because they hope that their children take ownership of school literacy to improve their lives, but on the other hand, they reveal there is a discontinuity between the literacy practices in which they participate and those proposed by the school. In terms of contribution, we point out that the data show that we need more work to describe the local literate cultures, in order to demystify the results of tests on a large scale and rethinking Brazilian educational policies.O presente estudo tem como tema usos sociais da linguagem, focando a relação entre os letramentos cotidianos, escolares e as avaliações em larga escala. Insere-se na Linguística Aplicada e ampara-se metodologicamente na pesquisa Etnográfica (DURANTI, 2000, ERICKSON, 1989; JUNG, 2009; LÜDKE e ANDRÉ, 2013) e na pesquisa documental (GIL, 1987). Seu objetivo principal é compreender a relação entre os letramentos escolares, os letramentos cotidianos de alunos do 9º ano da Rede Estadual de ensino de Maringá e os propostos na avaliação de Língua Portuguesa da Prova Brasil. Diante desse propósito, destacam-se três locus de pesquisa: os eventos de letramento propostos no modelo da Prova Brasil disponibilizado pelo Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP), os eventos de letramento escolares e os eventos de letramento não escolares dos quais os alunos participam. Um dos pressupostos teóricos que norteou a pesquisa foi o dos Novos Estudos sobre o Letramento, segundo os quais este é entendido como um conjunto de práticas de uso da linguagem contextualizadas sócio histórica e ideologicamente (STREET, 2003, 2010, 2014). Quanto à avaliação, amparou-se na teoria da avaliação mediadora (HOFFMANN, 1994), por acreditarmos que essa prática deve ser compreendida como um instrumento a favor da revisão e da melhoria das ações pedagógicas, com vistas à aprendizagem. Em termos de resultados, constatou-se que os baixos índices da Prova Brasil não se justificam apenas a partir de um aspecto. Todos os fatores envolvidos estão relacionados, mas a proposta avaliativa da Prova Brasil se destaca como fator preponderante dos índices dos alunos na Prova Brasil, tendo em vista as problemáticas de sua configuração. Os padrões de interação com o texto escrito previstos pela prova são muito distintos das práticas escolares e familiares, por privilegiarem questões pontuais e gramaticais. Além disso, os gêneros discursivos apresentados se distanciam da realidade do aluno, pois pertencem, em sua maioria, às esferas literária, jornalística e instrucional. Quanto aos letramentos escolares e não escolares, os pais reafirmam por um lado o mito do letramento, pois esperam que os filhos se apropriem do letramento escolar para melhorar de vida, mas, por outro, revelam haver uma descontinuidade entre as práticas letradas das quais participam e aquelas propostas pela escola. Em termos de contribuição, ressaltamos que os dados mostram que precisamos de mais trabalhos que descrevam as culturas letradas locais, a fim de desmistificar os resultados das provas em larga escala e repensar políticas educacionais brasileiras.178 fUniversidade Estadual de MaringáBrasilPrograma de Pós-Graduação em LetrasUEMMaringá, PRCentro de Ciências Humanas, Letras e ArtesNeiva Maria JungMiriam Hisae Yaegashi Zappone - UEMCloris Porto Torquato - Universidade Estadual de Ponta Grossa - UEPGEsper, Débora Sodré2018-04-18T19:24:35Z2018-04-18T19:24:35Z2015info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesishttp://repositorio.uem.br:8080/jspui/handle/1/4065porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da Universidade Estadual de Maringá (RI-UEM)instname:Universidade Estadual de Maringá (UEM)instacron:UEM2018-04-18T19:24:35Zoai:localhost:1/4065Repositório InstitucionalPUBhttp://repositorio.uem.br:8080/oai/requestopendoar:2024-04-23T14:57:14.614738Repositório Institucional da Universidade Estadual de Maringá (RI-UEM) - Universidade Estadual de Maringá (UEM)false |
dc.title.none.fl_str_mv |
Avaliação escolar : as interrelações entre o letramento e o desempenho dos alunos da rede estadual de ensino de Maringa-PR na prova Brasil |
title |
Avaliação escolar : as interrelações entre o letramento e o desempenho dos alunos da rede estadual de ensino de Maringa-PR na prova Brasil |
spellingShingle |
Avaliação escolar : as interrelações entre o letramento e o desempenho dos alunos da rede estadual de ensino de Maringa-PR na prova Brasil Esper, Débora Sodré Avaliação escolar Letramento Prova Brasil Políticas educacionais Brasil. Literacy Evaluation Prova Brasil Educational policies Brazil. Linguística, Letras e Artes Letras |
title_short |
Avaliação escolar : as interrelações entre o letramento e o desempenho dos alunos da rede estadual de ensino de Maringa-PR na prova Brasil |
title_full |
Avaliação escolar : as interrelações entre o letramento e o desempenho dos alunos da rede estadual de ensino de Maringa-PR na prova Brasil |
title_fullStr |
Avaliação escolar : as interrelações entre o letramento e o desempenho dos alunos da rede estadual de ensino de Maringa-PR na prova Brasil |
title_full_unstemmed |
Avaliação escolar : as interrelações entre o letramento e o desempenho dos alunos da rede estadual de ensino de Maringa-PR na prova Brasil |
title_sort |
Avaliação escolar : as interrelações entre o letramento e o desempenho dos alunos da rede estadual de ensino de Maringa-PR na prova Brasil |
author |
Esper, Débora Sodré |
author_facet |
Esper, Débora Sodré |
author_role |
author |
dc.contributor.none.fl_str_mv |
Neiva Maria Jung Miriam Hisae Yaegashi Zappone - UEM Cloris Porto Torquato - Universidade Estadual de Ponta Grossa - UEPG |
dc.contributor.author.fl_str_mv |
Esper, Débora Sodré |
dc.subject.por.fl_str_mv |
Avaliação escolar Letramento Prova Brasil Políticas educacionais Brasil. Literacy Evaluation Prova Brasil Educational policies Brazil. Linguística, Letras e Artes Letras |
topic |
Avaliação escolar Letramento Prova Brasil Políticas educacionais Brasil. Literacy Evaluation Prova Brasil Educational policies Brazil. Linguística, Letras e Artes Letras |
description |
This study is themed social uses of language, focusing on the relationship between everyday literacies, school and large-scale assessments. It is part of the Applied Linguistics and is sustained methodologically in ethnographic research (DURANTI, 2000, ERICKSON, 1989; JUNG, 2009; LUDKE and ANDRÉ, 2013) and documentary research (Gil, 1987). Its main objective is to understand the relationship between school literacies, everyday literacies of 9th graders of State schools in Maringá and those proposed in the Portuguese Language Assessment Prova Brasil. Given this purpose, we highlight three-research locus: literacy events proposed in the model of Prova Brasil provided by National Institute of Educational Studies Teixeira (INEP), school literacy events and non-school literacy events which students participate. One of theoretical assumptions that guided the research was that of New Studies on Literacy, according which is understood as a set of practical use of the language historically and ideologically contextualized (STREET, 2003, 2010, 2014). For the evaluation, it relied on the theory of mediator assessment (HOFFMANN, 1994) because we believe that this practice should been understood as an instrument in favor of the revision and improvement of educational activities, focusing learning. The results have shown that the low rates of Prova Brasil are not justified only from one aspect. All the factors involved are related, but the evaluative proposal of Prova Brasil stands out as a major factor of the rates of students in Prova Brasil, given the problems of its configuration. Patterns of interaction with written text foreseen by the test are very distinct from school and family practices, because they focus on specific and grammatical issues. In addition, the genres presented differ from the reality of the student because they belong mostly to literary, journalistic and instructional levels. As for school and non-school literacies, parents reaffirm one hand the literacy myth, because they hope that their children take ownership of school literacy to improve their lives, but on the other hand, they reveal there is a discontinuity between the literacy practices in which they participate and those proposed by the school. In terms of contribution, we point out that the data show that we need more work to describe the local literate cultures, in order to demystify the results of tests on a large scale and rethinking Brazilian educational policies. |
publishDate |
2015 |
dc.date.none.fl_str_mv |
2015 2018-04-18T19:24:35Z 2018-04-18T19:24:35Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://repositorio.uem.br:8080/jspui/handle/1/4065 |
url |
http://repositorio.uem.br:8080/jspui/handle/1/4065 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Estadual de Maringá Brasil Programa de Pós-Graduação em Letras UEM Maringá, PR Centro de Ciências Humanas, Letras e Artes |
publisher.none.fl_str_mv |
Universidade Estadual de Maringá Brasil Programa de Pós-Graduação em Letras UEM Maringá, PR Centro de Ciências Humanas, Letras e Artes |
dc.source.none.fl_str_mv |
reponame:Repositório Institucional da Universidade Estadual de Maringá (RI-UEM) instname:Universidade Estadual de Maringá (UEM) instacron:UEM |
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Universidade Estadual de Maringá (UEM) |
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UEM |
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UEM |
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Repositório Institucional da Universidade Estadual de Maringá (RI-UEM) |
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Repositório Institucional da Universidade Estadual de Maringá (RI-UEM) |
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Repositório Institucional da Universidade Estadual de Maringá (RI-UEM) - Universidade Estadual de Maringá (UEM) |
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