PISA 2009 : cognitivismo e competências de leitura
Autor(a) principal: | |
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Data de Publicação: | 2014 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFS |
Texto Completo: | https://ri.ufs.br/handle/riufs/5763 |
Resumo: | It is not known what are the factors that lead to the unsuccess of many students concerning the reading skills. With the intent of knowing about national education based not only on national evaluations, Brazil has joined PISA (Programme for International Student Assessment) since 2000. The aforementioned exam is applied to 15-year-old students in more than 60 countries, and it indicates the average of reading and literacy skills of each state, making possible the reflection on teaching process. Through the result of that assessment, it is possible to verify that Brazilian students, especially in Sergipe, present a low reading skill when it is related to their age group. In this sense, this study has as its focus on analysing PISA´s exam of 2009 (the only area analysed here is the Reading part, therefore, Science and Mathematics will not be taken into account), by observing the converging points between the exam, the official documents and cognitive linguistics. It was analysed the results of questionnaires applied to three state schools in Aracaju, which participated of the assessment in 2009, observing the conceptions of reading adopted by some teachers, the reading activities that they developed in classroom and the common types of questions in their exams. Taking into consideration the analyses of those questionnaires as well as some questions of the exam, it was noticed that there is a divergence between what is taught during classes and what is asked in the exam. Furthermore, many teachers do not know exactly what is the reading conception adopted in the exam. Finally, it is expected with that result that reading skills of Sergipe´s students as well as policies of support to teachers are improved. |
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Siqueira, Monique Silva Mendonçahttp://lattes.cnpq.br/1287904921843972Cardoso, Denise Portohttp://lattes.cnpq.br/72440728886042062017-09-27T13:40:11Z2017-09-27T13:40:11Z2014-04-29https://ri.ufs.br/handle/riufs/5763It is not known what are the factors that lead to the unsuccess of many students concerning the reading skills. With the intent of knowing about national education based not only on national evaluations, Brazil has joined PISA (Programme for International Student Assessment) since 2000. The aforementioned exam is applied to 15-year-old students in more than 60 countries, and it indicates the average of reading and literacy skills of each state, making possible the reflection on teaching process. Through the result of that assessment, it is possible to verify that Brazilian students, especially in Sergipe, present a low reading skill when it is related to their age group. In this sense, this study has as its focus on analysing PISA´s exam of 2009 (the only area analysed here is the Reading part, therefore, Science and Mathematics will not be taken into account), by observing the converging points between the exam, the official documents and cognitive linguistics. It was analysed the results of questionnaires applied to three state schools in Aracaju, which participated of the assessment in 2009, observing the conceptions of reading adopted by some teachers, the reading activities that they developed in classroom and the common types of questions in their exams. Taking into consideration the analyses of those questionnaires as well as some questions of the exam, it was noticed that there is a divergence between what is taught during classes and what is asked in the exam. Furthermore, many teachers do not know exactly what is the reading conception adopted in the exam. Finally, it is expected with that result that reading skills of Sergipe´s students as well as policies of support to teachers are improved.Não se sabe ao certo o que ocasiona o insucesso de muitos estudantes no que diz respeito à competência de leitura. Com o intuito de obter um retorno sobre a educação nacional, que não se baseie apenas em avaliações nacionais, o Brasil aderiu à realização da avaliação do PISA (Programa Internacional de Avaliação de Estudantes) em 2000. Essa prova, aplicada a alunos com 15 anos de idade e em mais de 60 países, indica a média de leitura e letramento de cada estado, tornando possível uma reflexão sobre a prática de ensino. Através do resultado dessa avaliação é possível verificar que os alunos brasileiros, especificamente de Sergipe, apresentam um nível de competência muito aquém do esperado para sua faixa etária. Em meio a isso, este estudo tem como foco fazer uma análise da prova do PISA 2009 (a área aqui analisada será apenas a de Leitura, portanto não serão consideradas as provas de Ciências e Matemática), observando os pontos convergentes entre a prova, os documentos oficiais e a linguística cognitivista. Além disso, foram analisados resultados de questionários aplicados em três escolas estaduais de Aracaju, que participaram da avaliação em 2009, observando as concepções de leitura adotadas pelos professores, as atividades de leitura que eles desenvolvem em sala de aula e os tipos de questões que mais utilizam em suas provas. A partir das análises dos questionários bem como das questões da prova, percebeu-se que há uma divergência entre o que se trabalha em sala de aula e o que a avaliação cobra, bem como muitos professores não sabem ao certo qual concepção de leitura adota. Espera-se que esse resultado a forma de se trabalhar a leitura em Sergipe, bem como as políticas de auxílio ao professor sejam aprimoradas.application/pdfporPrograma Internacional de Avaliação de AlunosLeituraLetramentoCogniçãoCompetências de leituraCognitivismoLiteracyCognitionReadingReading skillsCognitivismCNPQ::LINGUISTICA, LETRAS E ARTES::LETRASPISA 2009 : cognitivismo e competências de leiturainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisPós-Graduação em Letrasinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSORIGINALMONIQUE_SILVA_MENDONCA_SIQUEIRA.pdfapplication/pdf9297310https://ri.ufs.br/jspui/bitstream/riufs/5763/1/MONIQUE_SILVA_MENDONCA_SIQUEIRA.pdf2ef41ff25ff38307fd1e7c93b80bdb21MD51TEXTMONIQUE_SILVA_MENDONCA_SIQUEIRA.pdf.txtMONIQUE_SILVA_MENDONCA_SIQUEIRA.pdf.txtExtracted texttext/plain192559https://ri.ufs.br/jspui/bitstream/riufs/5763/2/MONIQUE_SILVA_MENDONCA_SIQUEIRA.pdf.txt0677951b58a5f265473de41f1b168e34MD52THUMBNAILMONIQUE_SILVA_MENDONCA_SIQUEIRA.pdf.jpgMONIQUE_SILVA_MENDONCA_SIQUEIRA.pdf.jpgGenerated Thumbnailimage/jpeg1102https://ri.ufs.br/jspui/bitstream/riufs/5763/3/MONIQUE_SILVA_MENDONCA_SIQUEIRA.pdf.jpg54813ee02794b9c1fa4b28cdd4d64d51MD53riufs/57632018-01-15 20:06:41.461oai:ufs.br:riufs/5763Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2018-01-15T23:06:41Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false |
dc.title.por.fl_str_mv |
PISA 2009 : cognitivismo e competências de leitura |
title |
PISA 2009 : cognitivismo e competências de leitura |
spellingShingle |
PISA 2009 : cognitivismo e competências de leitura Siqueira, Monique Silva Mendonça Programa Internacional de Avaliação de Alunos Leitura Letramento Cognição Competências de leitura Cognitivismo Literacy Cognition Reading Reading skills Cognitivism CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
title_short |
PISA 2009 : cognitivismo e competências de leitura |
title_full |
PISA 2009 : cognitivismo e competências de leitura |
title_fullStr |
PISA 2009 : cognitivismo e competências de leitura |
title_full_unstemmed |
PISA 2009 : cognitivismo e competências de leitura |
title_sort |
PISA 2009 : cognitivismo e competências de leitura |
author |
Siqueira, Monique Silva Mendonça |
author_facet |
Siqueira, Monique Silva Mendonça |
author_role |
author |
dc.contributor.author.fl_str_mv |
Siqueira, Monique Silva Mendonça |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/1287904921843972 |
dc.contributor.advisor1.fl_str_mv |
Cardoso, Denise Porto |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/7244072888604206 |
contributor_str_mv |
Cardoso, Denise Porto |
dc.subject.por.fl_str_mv |
Programa Internacional de Avaliação de Alunos Leitura Letramento Cognição Competências de leitura Cognitivismo |
topic |
Programa Internacional de Avaliação de Alunos Leitura Letramento Cognição Competências de leitura Cognitivismo Literacy Cognition Reading Reading skills Cognitivism CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
dc.subject.eng.fl_str_mv |
Literacy Cognition Reading Reading skills Cognitivism |
dc.subject.cnpq.fl_str_mv |
CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
description |
It is not known what are the factors that lead to the unsuccess of many students concerning the reading skills. With the intent of knowing about national education based not only on national evaluations, Brazil has joined PISA (Programme for International Student Assessment) since 2000. The aforementioned exam is applied to 15-year-old students in more than 60 countries, and it indicates the average of reading and literacy skills of each state, making possible the reflection on teaching process. Through the result of that assessment, it is possible to verify that Brazilian students, especially in Sergipe, present a low reading skill when it is related to their age group. In this sense, this study has as its focus on analysing PISA´s exam of 2009 (the only area analysed here is the Reading part, therefore, Science and Mathematics will not be taken into account), by observing the converging points between the exam, the official documents and cognitive linguistics. It was analysed the results of questionnaires applied to three state schools in Aracaju, which participated of the assessment in 2009, observing the conceptions of reading adopted by some teachers, the reading activities that they developed in classroom and the common types of questions in their exams. Taking into consideration the analyses of those questionnaires as well as some questions of the exam, it was noticed that there is a divergence between what is taught during classes and what is asked in the exam. Furthermore, many teachers do not know exactly what is the reading conception adopted in the exam. Finally, it is expected with that result that reading skills of Sergipe´s students as well as policies of support to teachers are improved. |
publishDate |
2014 |
dc.date.issued.fl_str_mv |
2014-04-29 |
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2017-09-27T13:40:11Z |
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