Leitura nas provas de matemática do Exame Nacional do Ensino Médio (ENEM)
This work is part of two articulated fields of knowledge: language sciences and education sciences. It is a research developed toward the purpose to constituting a reflection about reading within the context of large-escale evaluation. Methodologically, the research was characterized by its docum...
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| Formato: | Dissertação |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/49256 |
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| Resumo: | This work is part of two articulated fields of knowledge: language sciences and
education sciences. It is a research developed toward the purpose to constituting a
reflection about reading within the context of large-escale evaluation.
Methodologically, the research was characterized by its documental and
bibliographic nature and it has defined as its own object of study the underlying
conceptions of reading in questions of Mathematics tests of the National High School
Exam (ENEM). When it assuming itself a qualitative approach, the investigation
adopted some procedures of data interpretation to answer the following guiding
question: How do the reading conceptions base the questions in the ENEM
Mathematics tests? In order to find possible answers to this questions, the research
was dedicated to the methodical observation of corpus made up of statements
contained within the items of the ENEM Mathematics tests (1998; 2009; 2014) and
within the oficial regulatory texts of this large-scale assessment. As parameters of
interpretation, it has adoppted the instruments proposed by Bardin (2016), whose
contribution is inserted in the content analysis of statements. The theoretical
assumptions adopted to support the discussions are based on postulates formulated
by Mikhail Bakhtin (2003; 2006), who defends some notions relative to making
signified by language, the subject’s effort to understand and to interpret the world as
an architectural whole, in so far as verbal interaction, dialogism, subjectivity
challenged by history, ideology, and the Other occurs. In this same line of approach,
the research adheres to the theoretical contributions from brazilian studies, which
ones reflect the bakhtinian fundamentals: Ângela Kleiman (1993), João Wanderley
Geraldi (1995), Carlos Alberto Faraco (2010), Roxane Rojo (2011), Smolle and Diniz
(2011), Amorim and Barbosa (2014), Araújo and Barbosa (2014) and finally Lima and
Noronha (2016), these last four authors researchs focused on the interests of the
field of reading in the teaching of Mathematics. |
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