Letramento escolar: uma proposta para a melhoria da compreensão de enunciados de questões em atividades avaliativas
Using language proficiently, meeting the needs driven by social interactions, is a need that the teaching of Portuguese language seeks to meet, in a way that assumes as its main objective the expansion of competence regarding reading and understanding of texts, materialized in the most different...
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| Formato: | Dissertação |
| Idioma: | pt_BR |
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Brasil
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/29266 |
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| Resumo: | Using language proficiently, meeting the needs driven by social interactions, is a need that the
teaching of Portuguese language seeks to meet, in a way that assumes as its main objective the
expansion of competence regarding reading and understanding of texts, materialized in the most
different genres used in the most different contexts of language use. Regarding the use of said
competence in the classroom of any subject, however, there is a very significant difficulty for
most students when asked to answer the questions in evaluative activities, with a high level of
incomprehension before the Statements of Issues. As a result, this study aims to investigate the
aspects that hinder students' understanding when reading statements of questions of evaluative
activities. To this end, a Gender Didactic Project (PDG) is developed in order to contribute to
the student's better performance in reading and understanding the statements of questions. This
research is carried out with students of the 8th year of elementary school in a public school in
the state school in the city of Natal - RN and takes a qualitative approach with a focus on action
research, based on perspectives of Bodgan; Biklen (1994), Flick (2009) and Thiollent (2011).
Regarding the theoretical foundation, reading is conceived, as well as its teaching, based on the
constructs of Solé (1998); (2003), Antunes (2003), Alliende; Condemarín (2005) and Koch;
Elias (2009); Koch's studies (2013) are taken as an allusive support to the conception of text;
(2015), Antunes (2010) and Marcuschi (2008); the genres are discussed following the
assumptions of Bronckart (1999); (2006); the enunciated gender of issues is approached from
the approaches of Paz (2001) and Lino de Araújo (2017); school evaluation is considered based
on the assumptions of Luckesi (2011) and the injunctive texts are analyzed based on what
Travaglia (1991) and Adam (2019) propose. Thus, taking into account the analyzes carried out
in the answers given by the students in the evaluation activities proposed during the PDG, we
identified that a good part of the students had difficulty in reading longer statements or when
they were not familiar with the meaning of certain words present in the referred texts. At the
end of the analyzes, we noticed a considerable improvement in the reading comprehension of
the students regarding the Question Statements and we observed the need to pay more attention
to the teacher's literacy in relation to the planning and elaboration of the Question Statements,
since this genre , of singular relevance in teaching, seems to be little discussed and studied, both
in the sphere of academic training and in the field of continuing teacher training. |
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