COSTA, C. A.; http://lattes.cnpq.br/4105007353227872; COSTA, Clarissa Alves.
Abstract:
In the scenario of the brazilian education, it is notable the concern of scientists and
society regarding the performance of Brazilian students in public schools. Researches
of evaluation systems, such as Inep, Pisa, SAEB and ENEM, show that the quality of
education falls every time these tests are performed. This dissertation attempts to
indicate which knowledges of scientific reference about reading are behind the
propositions of SAEB and ENEM evaluation models and which teaching knowledges
are expressed in the discussion of the institutional instruments, in the development of
reading questions at the teaching planning and in the teaching performance,
considering the adopted model in studied evaluation contexts. Because of concerns
about teaching knowledge and national assessment tests issues, this dissertation aims
to identify and critically describe the teaching knowledge expressed in the discussion of
assessment instruments, and identify and describe the teaching knowledge expressed
in planning meetings and in teaching performance on high school for a preparatory
course of reading and discussion of the descriptors of reference arrays of the “Sistema
de Avaliação Nacional de Educação Básica” (System of National Basic Education
Evaluation) (SAEB/2007) and of the resolution of questions from the ENEM/2008
Portuguese language proof. The theoretical framework is composed of the linguistic
studies interface on the reading conceptions (KATO, 1987; KLEIMAN, 1989; ROJO,
2001) based on educational studies on training and teaching knowledge and learning
evaluation (Gauthier, 1998; TARDIF, 2002 and 2005; BORGES, 2006; PERRENOUD,
1999) and micro-ethnographical studies (GARCEZ, 2006; MATENCIO, 2001). This
research aims to contribute to further reflection on the teaching of reading and its
implications for the training of readers and on the teaching knowledges issue. The
study was conducted in two situations in the preparatory courses for the SAEB in 2007,
1
and ENEM in 2008: the planning, which involved two teachers and two researchers,
and performance in the classroom, which involved a teacher and a researcher . The
results show that, in relation to the reading concepts underlying the materials and tests
of the national evaluation systems (SAEB, ENEM), there is a prospect of enunciative
reading permeated by Textual Linguistics of cognitive nature and by Interactional
Sociolinguistics; regarding the teaching knowledges, there is a fusion between the
disciplinary and experiential knowledges done by the analyzed teacher.
KEYWORDS: teaching knowledges; teacher training; reading; national assessment
tests.
