Miriã Alves de Laet Silva
REFERENCE: SILVA, Miriã Alves de Laet. ENSINO E APRENDIZAGEM DE LEITURA: MOBILIZAÇÃO DOS DESCRITORES DA PROVA BRASIL EM LIVRO DIDÁTICO DE PORTUGUÊS. 2015. 1-179 f. Dissertação (Mestrado em Educação) - Universidade Federal de Goiás, 2015.
AUTHOR: Miriã Alves de Laet Silva
TITLE: READING TEACHING AND LEARNING: MOBILIZATION OF BRAZIL PROOF DESCRIPTORS IN THE PORTUGUESE TEXTBOOK (ENSINO E APRENDIZAGEM DE LEITURA: MOBILIZAÇÃO DOS DESCRITORES DA PROVA BRASIL EM LIVRO DIDÁTICO DE PORTUGUÊS)
ADVISOR: Prof. Dr. Sílvio Ribeiro da Silva
CONCENTRATION AREA: Education
RESEARCH LINE: Culture, Teaching and Learning Processes
DEFENSE DATE: N/I
ABSTRACT:
This master dissertation is a study about reading. In the educational context, it goes through all the curriculum subjects. This fact is of fundamental importance, since reading and interpretation activities performed by students should favor the development of literacy (institutionalized or not). At school, access to reading occurs, most of the time, from the textbook (LD) and this, lately, has aroused the interest of researchers who came to see it as an important member of school practices. Assessments (including large-scale ones - Enade, Enem, Prova Brasil, for example) are built with reading as a tool for measuring student competencies and skills. With this in mind, my objective was to analyze if the reading and interpretation proposals of the written text, presented to the students by the Portuguese Textbook - LDP - Everything is language, by the authors Ana Trinconi Borgatto, Terezinha Bertin and Vera Marchezi, Editora Ática, Elementary School II - final years, include the descriptors of the Prova Brasil Portuguese Language Reference Matrix, understanding that the development of the competences and skills proposed by the matrix are consistent with significant reading practices. This qualitative interpretative research, characterized as a case study, is located in the field of Education and aims to contribute to the reflections on teaching and learning. I use as theoretical contributions the considerations of the NCP (BRAZIL, 1998) and the contributions of Bakhtin / Volochínov ([1929] 2006); Bakhtin ([1952-53] 1997), Schneuwly and Dolz ([1996] 2010); Rojo and Batista (2003), Rojo (2009), among others. The results show that the six topics of Prova Brasil and its twenty-one descriptors were mobilized in the collection, but there was a quantitative and qualitative discrepancy between them.
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