Avaliando a avaliação : os documentos orientadores do ensino médio e as provas de compreensão leitora - ENEM, SAEB, PISA.

Abstract

Evaluative tests of reading comprehension ability of young people have been conducted worldwide, such as the Programme for International Student Assessment (PISA), and also in Brazil, such as the National Secondary Education Examination (ENEM) and Evaluation System of Basic Education (SAEB). The performance of Brazilian students have been worrying because of the low scores achieved, which puts debate on the role of the school, since it is its responsibility for literacy and training of proficient readers, and challenges language teachers and researchers trying to find possible solutions to the problem. Thus was outlined, as a guide to the research, to investigate how official documents that establish curriculum guidelines for high school, issued by the Ministry of Education, address the issue of reading in order to verify if the matrix of reference established in these documents is applied to these official assessments and comply with the skills and core competencies required for both academic performance, and for the education of students. For this, we analyzed the evaluation instruments used by the federal government in order to measure the performance of students graduating from high school, which are the Enem and Saeb tests. It was decided to examine also the Pisa test, in order to establish a comparison between assessments and a national and international assessment to see how the issue of reading is being treated internationally. Thus, we selected randomly tem questions of Enem test (years 2009, 2010 and 2011), six questions from Saeb and five questions from Pisa test (2009), and based on the theoretical framework developed, analyzed the proposed activities in order to verify whether the reading comprehension prevailed or the metalanguage (classification of terms and functions). During the work, there were discussed methodological and theoretical conceptions of reading and language, text, textual literacy and gender present in documents and matrix of reference of these evaluative examinations. From the methodological point of view, we opted for qualitative research documentary source. As a result, it was concluded that the theoretical assumptions of official documents are in line with recent studies of linguistics and can be used by the school not only as normative element, but also former. Prevails, in the issues discussed, the assessment of reading imprehension, reserving the domain of metalanguage a secondary role. However, the Pisa test, by containing objective and subjective questions, nurture the student to produce their interpretation of the base text, which better evaluates reading comprehension and construction of meaning by the reader. It is hoped that this study will serve as a promotion for key discussions that should happen in the educational curriculum enhancement in schools for both the Portuguese language, and for teachers to reflect on the theoretical concepts and methodological approaches used in the classroom to work reading development.