Proficiência em leitura e Prova Brasil: (re)avaliando habilidades leitoras

• Autor(a) principal: Bertin, Diana Maria Schenatto
• Data de Publicação: 2018
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações do UNIOESTE
• Texto Completo: http://tede.unioeste.br/handle/tede/3867
• topic: Proficiência leitora; Prova Brasil; Habilidades de leitura; Reading Proficiency; Prova Brasil; Reading skills; LINGUISTICA, LETRAS E ARTES::LINGUISTICA

The Avaliação Nacional do Rendimento Escolar – Anresc (National Evaluation of the Education Outcome), known as Prova Brasil, is an instrument that is part of the external evaluations in our country. The aim is to evaluate, through a test, if the students of the 5th and 9th years dominate the basic knowledge expected in Portuguese and Mathematics. I act as a primary school teacher in a municipality in the Western region of Paraná, whose IDEB in 2015 was the best in the State. Thus, aroused our interest regarding looking at the reading proficiency of 5th year students included in IDEB evaluation. Thus, the purpose was to answer the following questions: In what skills do the students that were evaluated by the Prova Brasil/2015 highlighted? Is it possible to (re)evaluate the reading comprehension of the students based on the results of Prova Brasil/2015 using other reading activities, organized with subjective questions? In order to answering these questions, we described as a general objective to identify the reading skills of students of the 6th year, evaluated by the Prova Brasil/2015 when they studied in the 5th year. We initially used data available in the INEP Platform through the returns and the QEdu Networks website. After we look at the results of reading activities that were elaborated based on the descriptors of the Prova Brasil, but organized mostly, with open questions. We applied these activities to 38 students who had good performance in the Prova Brasil/2015. This research is part of Applied Linguistics considering the theoretical assumptions of this area of knowledge. It include a qualitative interpretative basis, of an ethnographic nature, which is configured as a case study. Theoretically, in order to reflect on reading and its different conceptions we considered Solé (1998), Rojo (2002) Bakhtin (2003), Geraldi (1997), Martins (2006), Menegassi (2010a, 2010b, 2010c), Costa-Hübes (2015) and others authors. We also resorted to researchers such as Fuza (2010), Hoppe and Costa-Hübes (2013), Casaril (2014), Costa-Hübes (2015) and others that they approached Prova Brasil and its descriptors and still Solé (1998) and Menegassi (2010a) which address questions about assessment in reading. This study gave us a better understanding of the descriptors contemplated by the Reference Matrices of Portuguese Language (MRLP) (BRASIL, 2011), how they evaluate the students' reading proficiency allowing us to recognize in which skills the students evaluated by the Prova Brasil/2015 demonstrated satisfactory performance, according to the MRLP assumptions. The results also confirmed that it is possible to (re)evaluate these skills through another instrument and that they need to be consolidated, regardless of the methodology used in the evaluation. However, the research with the reading contents provided by the descriptors, alone, is not enough to guarantee the reading proficiency of the student. We need to go further and broaden this approach so that they can read beyond the text and understand that the contextual elements have a direct bearing on the constitution of text sense.