Leitura e Provinha Brasil : dos pressupostos teóricos ao diagnóstico de habilidades
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/5745 |
Resumo: | The difficulties related to reading skills identified in the results of assessments as ENEM, SAEB, PISA, pointed up the need to analyze the reasons causing the failure in the readers´ formation, especially in the initial grades. The |Provinha Brasil| becomes the focus of analysis, is a diagnostic assessment nationwide, which indicates the level of alphabetization and literacy of students, assessing the reading skills of students in 2nd year of elementary school in public schools. In addition, the results of |Provinha Brasil| provide subsidies for educational planning and the choice of teaching materials. Along this perspective, this study has as its focus observing how the reading is treated in |Provinha Brasil|. For both, it became necessary to make reflections on reading, especially in the initial grades, emphasizing the notions of alphabetization and literacy, the importance of diversity of genres for teaching reading and how all this is dealt in the official texts. With respect to |Provinha Brasil|, described its objectives, theoretical assumptions and methodology, beyond an examination of the issues of the tests 1 and 2 of the 2013 edition. It could be observed that the |Provinha Brasil| conceive reading as a social practice that goes beyond decoding, covering specificities of alphabetization and literacy. In the |Provinha Brasil|, despite little space for skills relating to the axis of reading, inferential issues predominate. Therefore, this study reaffirms the view that reading practices in schools and their teaching materials remains an open question to new studies that provide new evolutions in the teaching-learning process of reading. |
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Santos, Solange doshttp://lattes.cnpq.br/7766568615672480Silva, Leilane Ramos dahttp://lattes.cnpq.br/45694393727692882017-09-27T13:40:01Z2017-09-27T13:40:01Z2014-08-29https://ri.ufs.br/handle/riufs/5745The difficulties related to reading skills identified in the results of assessments as ENEM, SAEB, PISA, pointed up the need to analyze the reasons causing the failure in the readers´ formation, especially in the initial grades. The |Provinha Brasil| becomes the focus of analysis, is a diagnostic assessment nationwide, which indicates the level of alphabetization and literacy of students, assessing the reading skills of students in 2nd year of elementary school in public schools. In addition, the results of |Provinha Brasil| provide subsidies for educational planning and the choice of teaching materials. Along this perspective, this study has as its focus observing how the reading is treated in |Provinha Brasil|. For both, it became necessary to make reflections on reading, especially in the initial grades, emphasizing the notions of alphabetization and literacy, the importance of diversity of genres for teaching reading and how all this is dealt in the official texts. With respect to |Provinha Brasil|, described its objectives, theoretical assumptions and methodology, beyond an examination of the issues of the tests 1 and 2 of the 2013 edition. It could be observed that the |Provinha Brasil| conceive reading as a social practice that goes beyond decoding, covering specificities of alphabetization and literacy. In the |Provinha Brasil|, despite little space for skills relating to the axis of reading, inferential issues predominate. Therefore, this study reaffirms the view that reading practices in schools and their teaching materials remains an open question to new studies that provide new evolutions in the teaching-learning process of reading.As dificuldades relacionadas às habilidades de leitura, apontadas em resultados de avaliações como o ENEM, SAEB, PISA, fazem surgir a necessidade de analisar as razões que provocam o insucesso na formação de leitores, principalmente, nas séries iniciais, que são a base do ensino. A Provinha Brasil passa a ser foco de análise por ser uma avaliação diagnóstica de âmbito nacional, que indica o nível de alfabetização e letramento dos alunos, avaliando as habilidades de leitura de alunos do 2º ano do Ensino Fundamental das escolas públicas. Além disso, os resultados da Provinha Brasil fornecem subsídios para o planejamento pedagógico e para a escolha de materiais didáticos. A par dessa perspectiva, este estudo tem como foco observar de que maneira a leitura é tratada na Provinha Brasil. Para tanto, tornou-se necessário fazer reflexões sobre a leitura, principalmente nas séries iniciais, destacando as noções de alfabetização e letramento, a importância da diversidade de gêneros textuais para o ensino de leitura e como tudo isso é tratado nos textos oficiais. Com relação à Provinha Brasil, descrevemos seus objetivos, pressupostos teóricos e metodologia, além de uma análise das questões dos testes 1 e 2 da edição 2013. Foi possível perceber que a Provinha Brasil concebe a leitura como prática social, que vai além da decodificação, abrangendo especificidades da alfabetização e do letramento. Apesar do pouco espaço para as habilidades relativas ao eixo de leitura, predominam na Provinha Brasil questões inferenciais. Por conseguinte, este estudo reafirma a visão de que as práticas de leitura no âmbito escolar e seus respectivos materiais didáticos continuam sendo uma questão aberta a novos estudos que proporcionem evoluções no processo de ensino-aprendizagem de leitura.application/pdfporLeitura (Ensino de primeiro grau)Ensino fundamentalAvaliação educacionalEnsino fundamental - AvaliaçãoProvinha BrasilFundamental educationElementary SchoolReadingCNPQ::LINGUISTICA, LETRAS E ARTES::LETRASLeitura e Provinha Brasil : dos pressupostos teóricos ao diagnóstico de habilidadesinfo: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:UFSORIGINALSOLANGE_SANTOS.pdfapplication/pdf2967777https://ri.ufs.br/jspui/bitstream/riufs/5745/1/SOLANGE_SANTOS.pdfa8ff215251a45c845feefc21c420cff5MD51TEXTSOLANGE_SANTOS.pdf.txtSOLANGE_SANTOS.pdf.txtExtracted texttext/plain177645https://ri.ufs.br/jspui/bitstream/riufs/5745/2/SOLANGE_SANTOS.pdf.txta8bc90364b81f0302dcfb1bb410389f8MD52THUMBNAILSOLANGE_SANTOS.pdf.jpgSOLANGE_SANTOS.pdf.jpgGenerated Thumbnailimage/jpeg1170https://ri.ufs.br/jspui/bitstream/riufs/5745/3/SOLANGE_SANTOS.pdf.jpg977728702bbce436a9f27af049b2eb73MD53riufs/57452018-01-15 19:49:47.084oai:ufs.br:riufs/5745Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2018-01-15T22:49:47Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false |
dc.title.por.fl_str_mv |
Leitura e Provinha Brasil : dos pressupostos teóricos ao diagnóstico de habilidades |
title |
Leitura e Provinha Brasil : dos pressupostos teóricos ao diagnóstico de habilidades |
spellingShingle |
Leitura e Provinha Brasil : dos pressupostos teóricos ao diagnóstico de habilidades Santos, Solange dos Leitura (Ensino de primeiro grau) Ensino fundamental Avaliação educacional Ensino fundamental - Avaliação Provinha Brasil Fundamental education Elementary School Reading CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
title_short |
Leitura e Provinha Brasil : dos pressupostos teóricos ao diagnóstico de habilidades |
title_full |
Leitura e Provinha Brasil : dos pressupostos teóricos ao diagnóstico de habilidades |
title_fullStr |
Leitura e Provinha Brasil : dos pressupostos teóricos ao diagnóstico de habilidades |
title_full_unstemmed |
Leitura e Provinha Brasil : dos pressupostos teóricos ao diagnóstico de habilidades |
title_sort |
Leitura e Provinha Brasil : dos pressupostos teóricos ao diagnóstico de habilidades |
author |
Santos, Solange dos |
author_facet |
Santos, Solange dos |
author_role |
author |
dc.contributor.author.fl_str_mv |
Santos, Solange dos |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/7766568615672480 |
dc.contributor.advisor1.fl_str_mv |
Silva, Leilane Ramos da |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/4569439372769288 |
contributor_str_mv |
Silva, Leilane Ramos da |
dc.subject.por.fl_str_mv |
Leitura (Ensino de primeiro grau) Ensino fundamental Avaliação educacional Ensino fundamental - Avaliação Provinha Brasil |
topic |
Leitura (Ensino de primeiro grau) Ensino fundamental Avaliação educacional Ensino fundamental - Avaliação Provinha Brasil Fundamental education Elementary School Reading CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
dc.subject.eng.fl_str_mv |
Fundamental education Elementary School Reading |
dc.subject.cnpq.fl_str_mv |
CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
description |
The difficulties related to reading skills identified in the results of assessments as ENEM, SAEB, PISA, pointed up the need to analyze the reasons causing the failure in the readers´ formation, especially in the initial grades. The |Provinha Brasil| becomes the focus of analysis, is a diagnostic assessment nationwide, which indicates the level of alphabetization and literacy of students, assessing the reading skills of students in 2nd year of elementary school in public schools. In addition, the results of |Provinha Brasil| provide subsidies for educational planning and the choice of teaching materials. Along this perspective, this study has as its focus observing how the reading is treated in |Provinha Brasil|. For both, it became necessary to make reflections on reading, especially in the initial grades, emphasizing the notions of alphabetization and literacy, the importance of diversity of genres for teaching reading and how all this is dealt in the official texts. With respect to |Provinha Brasil|, described its objectives, theoretical assumptions and methodology, beyond an examination of the issues of the tests 1 and 2 of the 2013 edition. It could be observed that the |Provinha Brasil| conceive reading as a social practice that goes beyond decoding, covering specificities of alphabetization and literacy. In the |Provinha Brasil|, despite little space for skills relating to the axis of reading, inferential issues predominate. Therefore, this study reaffirms the view that reading practices in schools and their teaching materials remains an open question to new studies that provide new evolutions in the teaching-learning process of reading. |
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2014 |
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2014-08-29 |
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