Saberes docentes no planejamento e na atuação em sala de aula de um curso preparatório para exames de avaliação nacional.

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.