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: Esper, Débora Sodré
• 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
• topic: Avaliação escolar; Letramento; Prova Brasil; Políticas educacionais; Brasil.; Literacy; Evaluation; Prova Brasil; Educational policies; Brazil.; Linguística, Letras e Artes; Letras

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.