Textos multimodais na avaliação diagnóstica de leitura de alunos do 2º ano do ensino fundamental
In view of the exponential technological advance, behavioral changes have been observed in recent generations in relation to the use of Information and Communication Technologies, especially with the advent of digital technologies, so that it is necessary for society to understand the changes in...
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| Formato: | Dissertação |
| Idioma: | pt_BR |
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Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/52720 |
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| Resumo: | In view of the exponential technological advance, behavioral changes have been
observed in recent generations in relation to the use of Information and
Communication Technologies, especially with the advent of digital technologies, so
that it is necessary for society to understand the changes in its structure in order to
adapt to the needs of individuals and, in addition, to advance in the face of the rise of
digital culture. Thus, within the educational scope, it is possible to understand that
the incorporation of digital culture in educational processes is paramount, particularly
in assessment activities that aim to evaluate the reading level of students. The main
purpose of this study was therefore to analyze the use of multimodal texts in the
diagnostic reading evaluation. From the perspective of this study, the addressed
themes underlying this work are: reading (A ALFABETIZAÇÃO..., 2019;
SANTAELLA, 2004, 2013; SOARES, 2002) linked to the concept of multiliteracies
(ROJO, 2012), understanding that they are complementary. In addition, we seek to
verify the concept of assessment (ESTEBAN, 2010; FERNANDES, 2010; FREIRE,
1989), as well as the concept of multimodal texts (ROJO, 2014). As far as this
research approach is concerned, it is highlighted that two types have been applied,
qualitative (MINAYO, 2012), as this implies experience with active subjects in the
process. In addition to the qualitative nature, it is understood that this research was
relational (SOUZA, 2021). Regarding the type of research, there were two types:
collaborative research, which refer to technical procedures and explanatory research,
in terms of objectives, as it is aimed to explain how multimodal texts can enhance the
process of diagnostic reading evaluation. It was concluded that the type of text
influences the evaluation process and makes it more fluid and enjoyable.
Furthermore, it can be observed that multimodal texts are immersed in the school
culture and that the resignification of the evaluation process should be continuous.
As a result, it was possible to reframe the evaluation format, in order to have the
process improved, taking full advantage of the contact with the student and their
cultural context. Finally, a new rubric was created in order to assess, more fully, the
level of reading and comprehension of students. |
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