Leitura: concepções e habilidades em provas de seleção.

Abstract

The act of reading is present in everybody’s everyday life. It is, thus, an important means of interaction which also promotes knowledge of different areas as one reads. Nowadays, in exams and evaluation tests, the preference for text interpretation is more frequent. Such preference is observed in the Languages Academic Unit of the Federal University of Campina Grande (LAC – FUCG). Considering this reality, the present monograph was developed with the objective of analyzing the conceptions, abilities and levels of subjacent reading in the questions of the recruiting tests of the foreign languages course of this university, and it verifies which ones were demonstrated by the candidates. As to the data, methods of descriptive and analytical analysis were used, in which 2009, 2010.1 and 2010.2 tests were analyzed, they were randomly chosen. As for the composition of the theoretical basis, we sought studies of structural, cognitive and discursive perspective, since they are aspects which describe processes occurred in the act of reading and/or processes related to grammar, textual and socio-cultural knowledge; as well as the study of the chart of levels of reading used by PISA (IPSA-International Program of Students Evaluation) in its evaluations. We analyzed 30 exams and 300 questions (considering that each exam had 10 questions), observing the conceptions of subjacent reading in the questions, the abilities required and the ones demonstrated by the candidates. In the end, we noticed the predominance of cognitive-like questions, in which the candidates demonstrated little proficiency when performing reading of this perspective and which demanded levels and abilities of inference and reflection.