Concepções de leitura inerentes à Prova Brasil versus concepções de leitura de professores do ensino fundamental.

Abstract

National assessments proposed by the Brazilian Education Department, such as "Prova Brasil", have unveiled Brazilian students‘ poor performance regarding the reading competency. This study aims at investigating to what extent reading concepts underlying the questions in ―Prova Brasil‖, an assessment instrument applied to children and teenagers registered in 4th and 8th grades (5th and 9th years), are in consonance with the reading concepts of teachers working in Primary School. To do this, firstly it was carried out a survey about the different views on reading, reading processing, reading teaching and evaluation, especially within the linguistic scope and its interfaces. Then, it was performed an analysis of the Portuguese Language questions integrating ―Prova Brasil‖, available in the site of INEP (Brazilian National Institute for Educational Studies and Research) , in an attempt to infer the reading concepts inherent to them. Subsequently, teachers working in the grades/years ―Prova Brasil‖ was applied were interviewed, so as to compare their views to those of the instrument assessing the work they have developed. Data indicates that the teachers‘ theoretical discourse on reading is partly in consonance with the concepts inherent to ―Prova Brasil. However, the teachers interviewed have said to be unaware of the competencies and abilities assessed by "Prova Brasil".