O gênero de divulgação científica: leitura, ensino e avaliação em classes de terceiro e quinto anos do ensino fundamental
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Data
2011-01-28
Autores
Prado, Vanessa Alves do [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa teve como objetivo geral o de compreender como ocorre a atividade de leitura do gênero de divulgação científica em classes de 2ª e 4ª séries (atualmente denominadas de 3º e 5º anos) do ensino fundamental de duas escolas estaduais da Diretoria de Ensino da região de Marília-SP, selecionadas a partir do resultado do Sistema de Avaliação de Rendimento Escolar do Estado de São Paulo (SARESP) de 2008. Com o resultado dessa avaliação, foi possível localizar as escolas que obtiveram o melhor desempenho (MD) e o pior desempenho (PD) na avaliação de Língua Portuguesa, nos itens referentes à leitura do texto informativo de divulgação científica, a fim de compreender como as professoras propiciavam a leitura do gênero em questão: em que momento a leitura se constituiu como atividade e quais ações de mediação foram realizadas no trabalho com o texto. Assim, foram identificados os fatores que influenciaram o resultado da avaliação de 2008 e 2009. Participaram da pesquisa duas professoras de cada escola e suas respectivas classes, 2ª série e 4ª série. A pesquisa do tipo etnográfico baseou-se em observação, questionário, entrevista e análise de documentos, registrados em notas de campo, gravação em áudio e memorandos. Os dados gerados foram analisados de acordo com a metodologia de análise microgenética e segundo os pressupostos da Teoria Histórico-Cultural, da perspectiva de linguagem de Bakhtin e dos autores que estudam o ato de ler textos. Os resultados apontaram que as professoras da escola PD desenvolvem um trabalho de leitura com o texto científico que se aproxima dos preceitos dos autores que embasaram esta pesquisa. Na escola MD, por sua vez, as docentes não proporcionaram um trabalho de ensino da leitura do gênero intensamente mediado...
The general aim of this research was to understand how the reading activity of popular science genre occurs in the 2nd and 4th grades (now called 3rd and 5th years) of elementary school in two state schools of the “Diretoria de Ensino” of Marília-SP region, selected from the results of the “Evaluation System of Educational Achievement of São Paulo State” (SARESP) in 2008. Based on the result of this evaluation, it was possible to locate the schools that achieved the best performance (MD) and the worst performance (PD) in the evaluation of Portuguese Language, in the items related to the reading of the popular science texts, in order to understand how teachers propitiated the reading of the genre in question: at what time the reading was constructed as a mediated activity and which actions were taken in working with the text. Thus, factors that influenced the outcome of evaluation in 2008 and 2009 were identified. Two teachers from each school and their respective classes, 2nd grade and 4th grade, took part in the research. The ethnographic research was based on observation, questionnaire, interview and document analysis, recorded in field notes, audio recordings and memos. The data were analyzed according to the methodology of micro-genetic analysis and according to the premises of the Historical-Cultural Theory, from the perspective of Bakhtin and authors who study the act of reading texts. The results showed that the teachers from the PD school develop a reading activity with the scientific texts that is similar to the precepts of the authors that have underpinned this research. At MD school, in turn, the teachers did not provide an activity of teaching reading of the intensively mediated gender, but only the vocalization of texts by children. Still, the MD school, compared to the PD school... (Complete abstract click electronic access below)
The general aim of this research was to understand how the reading activity of popular science genre occurs in the 2nd and 4th grades (now called 3rd and 5th years) of elementary school in two state schools of the “Diretoria de Ensino” of Marília-SP region, selected from the results of the “Evaluation System of Educational Achievement of São Paulo State” (SARESP) in 2008. Based on the result of this evaluation, it was possible to locate the schools that achieved the best performance (MD) and the worst performance (PD) in the evaluation of Portuguese Language, in the items related to the reading of the popular science texts, in order to understand how teachers propitiated the reading of the genre in question: at what time the reading was constructed as a mediated activity and which actions were taken in working with the text. Thus, factors that influenced the outcome of evaluation in 2008 and 2009 were identified. Two teachers from each school and their respective classes, 2nd grade and 4th grade, took part in the research. The ethnographic research was based on observation, questionnaire, interview and document analysis, recorded in field notes, audio recordings and memos. The data were analyzed according to the methodology of micro-genetic analysis and according to the premises of the Historical-Cultural Theory, from the perspective of Bakhtin and authors who study the act of reading texts. The results showed that the teachers from the PD school develop a reading activity with the scientific texts that is similar to the precepts of the authors that have underpinned this research. At MD school, in turn, the teachers did not provide an activity of teaching reading of the intensively mediated gender, but only the vocalization of texts by children. Still, the MD school, compared to the PD school... (Complete abstract click electronic access below)
Descrição
Palavras-chave
Ensino fundamental, Leitura - Estudo e ensino, Reading
Como citar
PRADO, Vanessa Alves do. O gênero de divulgação científica: leitura, ensino e avaliação em classes de terceiro e quinto anos do ensino fundamental. 2011. 123 f. Dissertação (mestrado) - Universidade Estadual Paulista, Faculdade de Filosofia e Ciências, 2011.