Prova Brasil: a relação entre as competências leitoras e os seus descritores.

Abstract

The Matrix Reference, Themes, Topics and Descriptors was investigated to base for this study (BRASIL, 2008), that provides the basic reference for the elaboration of Prova Brasil, based on the following questions: How skills readers are covered in the items of Prova Brasil? and How the descriptors are present in the items of the answers? For this, we start from the general aim of analyzing, in Prova Brasil, relations among skills readers, the descriptors that measure and items made from these. As specific objectives of our research was based on: investigate, in the preparation of items of Prova Brasil, if the proposed descriptor is plausible and consistent answers to the alternatives identified; as well as describe the level (easy, medium, hard) of these items and the amount that is present in the test; analyze the texts suggested in test in respect to items; and finally, check whether or not some predominance of reading competence among the items that the national examination. To develop the study, we followed the procedures of documentary research, once the object of study is characterized as a document of a public character as well as we relied upon assumptions of literature, since we revisit theories studying the prospects of reading adopted by Evaluation System of Basic Education, in addition to who turn to study the notions of skills and abilities. The theoretical foundation of this research is based on studies of Martins (1989), Fuza (2010), Leffa (1996), Kleiman (1995), Kato (1987), Jou (2001) Kleiman (2000), Solé (1998), Kato (1987), Koch and Elias (2012), Juchum (2009), Brasil (1998) and Soares (1998), in relation to the concepts of reading from Prova Brasil; and Perrenoud (1999a, 2002), Costa (2006), Macedo (2002), Ramos (1980, 2002), Ropé and Tanguy (1997) and Valente (2003), to support research around skills. As a result of our investigation, we found that the levels of most of the items developed to Prova Brasil compete for framing these in medium and hard level, verifying that complexity relates to the union of elements as the text used, the competence measured by descriptor and how the item is prepared. Furthermore, we note that there are some inconsistencies regarding the relationship between skills and items, however, the analyzes enable us to conclude that justifications are not damaging, in general, the preparation of items. Finally, we highlight the importance of further deepening around Prova Brasil, both by scholars and by the school.