Reading abilities focused on in the PISA and in Prova Brasil: reflections to offer support to the Portuguese Language teacher working

Detalhes bibliográficos
Autor(a) principal: Lopes-Rossi, Maria Aparecida Garcia
Data de Publicação: 2012
Outros Autores: Paula, Orlando de
Tipo de documento: Artigo
Idioma: por
Título da fonte: Fórum Linguístico
Texto Completo: https://periodicos.ufsc.br/index.php/forum/article/view/1984-8412.2012v9n1p34
Resumo: The aim of this article is to describe the main features of the reading evaluation of the International Program of Student Assessment (PISA) and to compare them to the main features of the Prova Brasil.  This comparison is justified by the fact that Portuguese teachers have to face discouraging data from students’ reading proficiency and are also unsure of the nature of PISA’s evaluation, which has great media repercussion. The results of this research show that many of the reading abilities focused on in the PISA are similar to the ones focused on Prova Brasil. We conclude that the knowledge of these demands can provide teachers with more efficient reading practices in the classroom based on the bakthinian concept of discursive genre and the sociocognitive concept of reading.
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spelling Reading abilities focused on in the PISA and in Prova Brasil: reflections to offer support to the Portuguese Language teacher workingLas habilidades de lectura evaluadas por el PISA y por la Prueba Brasil: reflexiones para subsidiar el trabajo del profesor de Lengua PortuguesaAs habilidades de leitura avaliadas pelo PISA e pela Prova Brasil: reflexões para subsidiar o trabalho do professor de Língua PortuguesaThe aim of this article is to describe the main features of the reading evaluation of the International Program of Student Assessment (PISA) and to compare them to the main features of the Prova Brasil.  This comparison is justified by the fact that Portuguese teachers have to face discouraging data from students’ reading proficiency and are also unsure of the nature of PISA’s evaluation, which has great media repercussion. The results of this research show that many of the reading abilities focused on in the PISA are similar to the ones focused on Prova Brasil. We conclude that the knowledge of these demands can provide teachers with more efficient reading practices in the classroom based on the bakthinian concept of discursive genre and the sociocognitive concept of reading.Este artículo tiene el objetivo de describir las principales características de la evaluación de lectura del Programa Internacional de Evaluación de Estudiantes – PISA – y compararlas a las de la Prueba Brasil. Esa comparación se justifica porque profesores de Lengua Portuguesa se encuentran entre datos abrumadores sobre la suficiencia lectora de los alumnos y con dudas sobre la naturaleza de la evaluación del PISA, que tiene una enorme repercusión en los medios. Los resultados de esta investigación revelan que muchas de las habilidades de lectura centradas en el PISA se asemejan a las que son cobradas en la Prueba Brasil. Se concluye que el conocimiento de esas exigencias puede subsidiar al profesor para prácticas de lectura más eficaces en el aula, fundamentadas en supuestos teóricos relativos al concepto bakhtiniano de género discursivo y en una concepción sociocognitiva de lectura.Este artigo tem o objetivo de descrever as principais características da avaliação de leitura do Programa Internacional de Avaliação de Estudantes – PISA – e compará-las às da Prova Brasil. Essa comparação se justifica porque professores de Língua Portuguesa veem-se diante de dados desanimadores sobre a proficiência leitora dos alunos e em dúvida sobre a natureza da avaliação do PISA, que tem enorme repercussão na mídia. Os resultados desta pesquisa revelam que muitas das habilidades de leitura focadas pelo PISA são semelhantes às cobradas pela Prova Brasil. Conclui-se que o conhecimento dessas exigências pode subsidiar o professor para práticas de leitura mais eficientes em sala de aula, fundamentadas em pressupostos teóricos  relativos ao conceito bakhtiniano de gênero discursivo e em uma concepção sociocognitiva de leitura.Programa de Pós-Graduação em Linguística - UFSC2012-07-25info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionavaliado por parespesquisa qualitativaapplication/pdfhttps://periodicos.ufsc.br/index.php/forum/article/view/1984-8412.2012v9n1p3410.5007/1984-8412.2012v9n1p34Fórum Linguístico; Vol. 9 No. 1 (2012); 34-46Fórum Linguístico; Vol. 9 Núm. 1 (2012); 34-46Fórum Linguístico; v. 9 n. 1 (2012); 34-461984-84121415-8698reponame:Fórum Linguísticoinstname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/forum/article/view/1984-8412.2012v9n1p34/22551Lopes-Rossi, Maria Aparecida GarciaPaula, Orlando deinfo:eu-repo/semantics/openAccess2023-01-12T19:27:53Zoai:periodicos.ufsc.br:article/22973Revistahttps://periodicos.ufsc.br/index.php/forum/indexPUBhttps://periodicos.ufsc.br/index.php/forum/oaiportaldeperiodicos.bu@contato.ufsc.br || atilio.butturi@ufsc.br1984-84121984-8412opendoar:2023-01-12T16:40:19.941046Fórum Linguístico - Universidade Federal de Santa Catarina (UFSC)false
dc.title.none.fl_str_mv Reading abilities focused on in the PISA and in Prova Brasil: reflections to offer support to the Portuguese Language teacher working
Las habilidades de lectura evaluadas por el PISA y por la Prueba Brasil: reflexiones para subsidiar el trabajo del profesor de Lengua Portuguesa
As habilidades de leitura avaliadas pelo PISA e pela Prova Brasil: reflexões para subsidiar o trabalho do professor de Língua Portuguesa
title Reading abilities focused on in the PISA and in Prova Brasil: reflections to offer support to the Portuguese Language teacher working
spellingShingle Reading abilities focused on in the PISA and in Prova Brasil: reflections to offer support to the Portuguese Language teacher working
Lopes-Rossi, Maria Aparecida Garcia
title_short Reading abilities focused on in the PISA and in Prova Brasil: reflections to offer support to the Portuguese Language teacher working
title_full Reading abilities focused on in the PISA and in Prova Brasil: reflections to offer support to the Portuguese Language teacher working
title_fullStr Reading abilities focused on in the PISA and in Prova Brasil: reflections to offer support to the Portuguese Language teacher working
title_full_unstemmed Reading abilities focused on in the PISA and in Prova Brasil: reflections to offer support to the Portuguese Language teacher working
title_sort Reading abilities focused on in the PISA and in Prova Brasil: reflections to offer support to the Portuguese Language teacher working
author Lopes-Rossi, Maria Aparecida Garcia
author_facet Lopes-Rossi, Maria Aparecida Garcia
Paula, Orlando de
author_role author
author2 Paula, Orlando de
author2_role author
dc.contributor.author.fl_str_mv Lopes-Rossi, Maria Aparecida Garcia
Paula, Orlando de
description The aim of this article is to describe the main features of the reading evaluation of the International Program of Student Assessment (PISA) and to compare them to the main features of the Prova Brasil.  This comparison is justified by the fact that Portuguese teachers have to face discouraging data from students’ reading proficiency and are also unsure of the nature of PISA’s evaluation, which has great media repercussion. The results of this research show that many of the reading abilities focused on in the PISA are similar to the ones focused on Prova Brasil. We conclude that the knowledge of these demands can provide teachers with more efficient reading practices in the classroom based on the bakthinian concept of discursive genre and the sociocognitive concept of reading.
publishDate 2012
dc.date.none.fl_str_mv 2012-07-25
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
avaliado por pares
pesquisa qualitativa
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufsc.br/index.php/forum/article/view/1984-8412.2012v9n1p34
10.5007/1984-8412.2012v9n1p34
url https://periodicos.ufsc.br/index.php/forum/article/view/1984-8412.2012v9n1p34
identifier_str_mv 10.5007/1984-8412.2012v9n1p34
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufsc.br/index.php/forum/article/view/1984-8412.2012v9n1p34/22551
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Programa de Pós-Graduação em Linguística - UFSC
publisher.none.fl_str_mv Programa de Pós-Graduação em Linguística - UFSC
dc.source.none.fl_str_mv Fórum Linguístico; Vol. 9 No. 1 (2012); 34-46
Fórum Linguístico; Vol. 9 Núm. 1 (2012); 34-46
Fórum Linguístico; v. 9 n. 1 (2012); 34-46
1984-8412
1415-8698
reponame:Fórum Linguístico
instname:Universidade Federal de Santa Catarina (UFSC)
instacron:UFSC
instname_str Universidade Federal de Santa Catarina (UFSC)
instacron_str UFSC
institution UFSC
reponame_str Fórum Linguístico
collection Fórum Linguístico
repository.name.fl_str_mv Fórum Linguístico - Universidade Federal de Santa Catarina (UFSC)
repository.mail.fl_str_mv portaldeperiodicos.bu@contato.ufsc.br || atilio.butturi@ufsc.br
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