As representações da equipe escolar frente aos resultados do SARESP, quanto à leitura
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Arquivos
Data
2012
Autores
Paccola, Rivaldo Alfredo [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
A questão motivadora desta tese é a representação da equipe escolar frente aos resultados do Saresp e suas repercussões na mobilização da escola para formação de leitores, tendo em vista que a leitura, especificamente de textos escritos, apresenta dificuldade e, por isso, precisa ser aprendida, com a contrapartida de que deve ser ensinada. Os objetivos são: discutir o conceito de leitura, abordando o texto (objeto sobre o qual se vai produzir a leitura), a leitura (obtenção do sentido do texto por um sujeito), o leitor (aquele que, ensinado para a competência leitora, adquire o status da cidadania) e a maneira como esse processo é desenvolvido nas escolas da rede estadual de ensino; discutir a avaliação em larga escala utilizada pela Secretaria de Estado da Educação de São Paulo (Saresp), no sentido de obter informações que, em razão dos resultados apurados, permitem ir além de seus usos políticos e ideológicos. Os estudos de Chartier (2002) oferecem contribuição para as análises, pois ao estudar a sociedade, o autor não lança o olhar somente para a cultura de uma determinada camada social, mas expande-o para as trocas entre a cultura oral e a cultura escrita, perscrutando a maneira como a cultura não letrada pode influenciar a cultura escrita por meio das práticas que estas produzem na sociedade. A pesquisa está calcada numa abordagem de investigação fundamentada na pesquisa qualitativa que, segundo Bogdan e Biklen (1994, p. 49) “envolve a obtenção de dados descritivos, obtidos no contato direto do pesquisador com a situação estudada”, ainda que tenha utilizado dados quantitativos para elucidar alguns aspectos da situação enfocada. Também a teoria histórico-cultural possibilita compreender que, ao produzir-se historicamente, no interior da sociedade, o homem produz a educação, já que educar...
The motivation of this thesis is the school team‟s representation in front of the results of the Saresp and its repercussions in the mobilization of the school for reader‟s formation, because the reading, specifically of written texts, presents difficulties and, therefore, it needs to be learnt, then must be taught. The aims are: to discuss the reading‟s concept, approaching the text (object on which will produce the reading), reading (getting the meaning of the text by a person), the reader (who, taught for reading competence, acquires the status of citizenship) and how this process is developed in schools of the state education; to discuss the large-scale evaluation used by the Secretary of Education of São Paulo (Saresp) in order to obtain information which, because of the outcome, allow go beyond its political and ideological uses. The studies of Chartier (2002) offer a contribution to the analysis, because studying the society, this author not only casts his gaze to the culture of a particular social stratum, but expands it to trades between oral culture and written culture, scrutinizing how not literate culture can influence writing culture through practices they produce in society. The research is grounded in an approach based on qualitative research, according to Bogdan and Biklen (1994, p. 49) “involves obtaining descriptive data in direct contact the researcher with the studied situation”, although it has used data quantitative to elucidate some aspects of the focused situation. Also historic-cultural theory allows to understand that, while producing up historically, within society, man produces education, because education is a phenomenon of its own existence as a social being, so it is necessary to understand the theoretical activity circulation of man, as praxis, within which education takes place... (Complete abstract click electronic access below)
The motivation of this thesis is the school team‟s representation in front of the results of the Saresp and its repercussions in the mobilization of the school for reader‟s formation, because the reading, specifically of written texts, presents difficulties and, therefore, it needs to be learnt, then must be taught. The aims are: to discuss the reading‟s concept, approaching the text (object on which will produce the reading), reading (getting the meaning of the text by a person), the reader (who, taught for reading competence, acquires the status of citizenship) and how this process is developed in schools of the state education; to discuss the large-scale evaluation used by the Secretary of Education of São Paulo (Saresp) in order to obtain information which, because of the outcome, allow go beyond its political and ideological uses. The studies of Chartier (2002) offer a contribution to the analysis, because studying the society, this author not only casts his gaze to the culture of a particular social stratum, but expands it to trades between oral culture and written culture, scrutinizing how not literate culture can influence writing culture through practices they produce in society. The research is grounded in an approach based on qualitative research, according to Bogdan and Biklen (1994, p. 49) “involves obtaining descriptive data in direct contact the researcher with the studied situation”, although it has used data quantitative to elucidate some aspects of the focused situation. Also historic-cultural theory allows to understand that, while producing up historically, within society, man produces education, because education is a phenomenon of its own existence as a social being, so it is necessary to understand the theoretical activity circulation of man, as praxis, within which education takes place... (Complete abstract click electronic access below)
Descrição
Palavras-chave
Avaliação educacional, Leitura, Educação - São Paulo (Estado)
Como citar
PACCOLA, Rivaldo Alfredo. As representações da equipe escolar frente aos resultados do SARESP, quanto à leitura. 2012. 237 f. Tese (doutorado) - Universidade Estadual Paulista Júlio de Mesquita Filho, Faculdade de Filosofia e Ciências de Marília, 2012.