Repertório leitor e a transformação do horizonte de expectativa na leitura do poema
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Data
2020-02-21
Autores
Nascimento, Cristiane Aparecida Silva
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O baixo índice de desempenho em leitura diagnosticado em avaliações externas, como o Programa Internacional de Avaliação de Alunos, PISA, e o Sistema de Avaliação do Rendimento Escolar do Estado de São Paulo, SARESP, justifica a necessidade de investigações que produzam conhecimentos sobre metodologias eficientes para o desenvolvimento de repertório leitor. Assim, o objetivo deste trabalho foi o de investigar estratégias que viabilizassem a extensão dos conhecimentos da Análise do Comportamento na programação e na avaliação de condições de ensino, para o desenvolvimento de habilidades de compreensão leitora de textos literários, pois nestes, os estudantes apresentaram maior incidência de erro na edição de 2018 do SARESP. Trata-se de uma pesquisa interdisciplinar, com aportes teóricos da Linguística da Enunciação e da Estética da Recepção na elaboração do planejamento de situações de ensino. A pesquisa participante foi realizada em uma 1ª. série do Ensino Médio, período noturno, com 35 alunos, dentre os quais foram selecionados 12 para serem acompanhados como amostragem da turma, numa escola periférica do interior da rede estadual paulista. O procedimento foi dividido em quatro Fases, compostas por etapas diferentes: a Fase 1 objetivou caracterizar documentos oficiais da Secretaria Estadual de Educação, como o Currículo do Estado e as Matrizes de avaliação, destacando as diretrizes teóricas e metodológicas que norteiam o processo ensino-aprendizagem. A Fase 2 consistiu na produção de um protocolo de análise composto por critérios que caracterizaram condições de ensino favoráveis à aprendizagem, conforme pressupostos teóricos e metodológicos da Análise do Comportamento. Também foi caracterizado o planejamento das aulas para os bimestres vigentes, bem como uma unidade de ensino para o desenvolvimento de três habilidades de leitura, a partir da decomposição destas. A Fase 3 refere-se à filmagem de situação de aprendizagem, denominada Oficina 1, a fim de evidenciar condições didáticas relevantes no processo ensino-aprendizagem, através da identificação dos princípios orientadores da Análise do Comportamento, da Estética da Recepção e da Linguística da Enunciação. A análise foi realizada por meio dos critérios do protocolo, elaborado previamente. Na Fase 4, a partir dos resultados analisados na Etapa 3, foram planejadas e realizadas outras situações de ensino, Oficinas 2, 3, 4, 5 e 6 que foram filmadas e analisadas, conforme os critérios determinados. As oficinas priorizaram as situações de interação entre professor e aluno, texto e leitor, conforme propõe o referencial teórico- metodológico que embasa este estudo. Para isso, foram realizadas diferentes atividades de leitura: questões discursivas e objetivas, adaptação de texto em imagem, pesquisas roteirizadas usando a internet, vídeo fórum, produção de fanzine e instalação poética, testes, provas e autoavaliação cujo enfoque foi a compreensão leitora do poema, como situação comunicativa e forma de análise e posicionamento em relação a variados temas sociais. Os resultados evidenciam que as condições de ensino favoreceram aprendizagens, pois dentre os doze alunos acompanhados, nove deles apresentaram avanços em seu repertório leitor e a transformação do horizonte de expectativas, conforme o desenvolvimento das habilidades de leitura enfocadas.
The low reading score indicated by international assessments, such as the Program for International Student Assessment (PISA), and by state assessments, such as the School Performance Evaluation System of the State of São Paulo (SARESP), justifies the need for research that analyzes and produces methodological proposals aiming at developing reading repertoire. Thus, the purpose of this study is to investigate strategies that will add to the body of knowledge of Behavioral Analysis regarding planning and evaluating teaching conditions, for the development of reading comprehension skills of literary texts, as in these students have shown a lower performance in SARESP, 2018. As an interdisciplinary research, it borrows from theorical contributions of Linguistics of Enunciation and Reception Theory in order to elaborate the planning according to literature pedagogy. It is a participatory research conducted during night classes with 35 freshman-year high school students, among which 12 were selected to be followed as a class sample, in a peripheral school within São Paulo school district. The procedure used is divided into four phases, each comprising different stages: Phase 1 aims at characterizing oficial documents of the State Department of Education, such as the State Curriculum and the Evaluation Matrices, highlighting the theoretical and methodological guidelines that support the teaching-learning process. Phase 2 consists in the production of an analysis protocol composed of criteria that characterizes teaching conditions favorable to learning according to theorical and methodological assumptions of Behavior Analysis. The planning of classes for the current bimester is also characterized, as well as a teaching unit for the development of three reading skills based on their decomposition. Phase 3 refers to the filming of a learning situation named “workshop 1” in order to highlight relevant didactic conditions in the teaching-learning process, through the identification of the guiding principles of Behavioral Analysis, Reception Theory and Linguistics of Enunciation. The analysis was done based on previously elaborated protocol criteria. In Phase 4, starting with the results analyzed in its stage 3, other teaching situations were planned and carried out, namely workshops 2, 3, 4, 5, and 6, all of which were filmed and analyzed, according to established criteria. The workshops prioritized situations of interaction between teacher and student, and text and reader, as proposed by the theoretical and methodological framework that supports this study. For this, different reading activities were carried out: essay and multiple choice questions, adaptation of text to image, guided research via Internet, video forum, production of fanzine and poetic installation, and written, multiple choice, and self-assessment tests. All of these focused on the reading comprehension of the poem as a communicative situation, as well as a form of analyzing and adopting a position in relation to various social themes. The results show that the teaching conditions favored learning, since among the 12 students accompanied, 9 of them showed advances in their reading repertoire and transformation of their horizon of expectations, as the selected reading skills were developed.
The low reading score indicated by international assessments, such as the Program for International Student Assessment (PISA), and by state assessments, such as the School Performance Evaluation System of the State of São Paulo (SARESP), justifies the need for research that analyzes and produces methodological proposals aiming at developing reading repertoire. Thus, the purpose of this study is to investigate strategies that will add to the body of knowledge of Behavioral Analysis regarding planning and evaluating teaching conditions, for the development of reading comprehension skills of literary texts, as in these students have shown a lower performance in SARESP, 2018. As an interdisciplinary research, it borrows from theorical contributions of Linguistics of Enunciation and Reception Theory in order to elaborate the planning according to literature pedagogy. It is a participatory research conducted during night classes with 35 freshman-year high school students, among which 12 were selected to be followed as a class sample, in a peripheral school within São Paulo school district. The procedure used is divided into four phases, each comprising different stages: Phase 1 aims at characterizing oficial documents of the State Department of Education, such as the State Curriculum and the Evaluation Matrices, highlighting the theoretical and methodological guidelines that support the teaching-learning process. Phase 2 consists in the production of an analysis protocol composed of criteria that characterizes teaching conditions favorable to learning according to theorical and methodological assumptions of Behavior Analysis. The planning of classes for the current bimester is also characterized, as well as a teaching unit for the development of three reading skills based on their decomposition. Phase 3 refers to the filming of a learning situation named “workshop 1” in order to highlight relevant didactic conditions in the teaching-learning process, through the identification of the guiding principles of Behavioral Analysis, Reception Theory and Linguistics of Enunciation. The analysis was done based on previously elaborated protocol criteria. In Phase 4, starting with the results analyzed in its stage 3, other teaching situations were planned and carried out, namely workshops 2, 3, 4, 5, and 6, all of which were filmed and analyzed, according to established criteria. The workshops prioritized situations of interaction between teacher and student, and text and reader, as proposed by the theoretical and methodological framework that supports this study. For this, different reading activities were carried out: essay and multiple choice questions, adaptation of text to image, guided research via Internet, video forum, production of fanzine and poetic installation, and written, multiple choice, and self-assessment tests. All of these focused on the reading comprehension of the poem as a communicative situation, as well as a form of analyzing and adopting a position in relation to various social themes. The results show that the teaching conditions favored learning, since among the 12 students accompanied, 9 of them showed advances in their reading repertoire and transformation of their horizon of expectations, as the selected reading skills were developed.
Descrição
Palavras-chave
Decomposição de habilidades, Formação de leitores, Análise do Comportamento, Língua Portuguesa, Ensino Médio, Skill decomposition, Formation of readers, Behavioral Analysis, Portuguese, High School