Análise de enunciados que avaliam a proficiência em leitura em provas de Língua Portuguesa

Abstract

His study aims to analyze the statements that assess reading proficiency in Portuguese evidence, to seek to understand what teachers intend to evaluate when preparing the statements of questions that assess reading and to understand how is the progression over year and the Elementary School II series. The corpus consisted of sixteen tests, four of each series of the second segment of elementary school, applied one in every two months, at a school the private network of the city of Rio de Janeiro, during the year of 2013. To carry out the analysis, was taken as reference the typology of understanding of textbooks Marcuschi (2008), Knowledge Objects Proof of Brazil (2008) and a conception of language and sociointeractionist reading. The research shows that the knowledge objects are distributed over the two-month periods of each set and throughout the segment, and irregularly evidence indicates that no pre-determined criteria. Thus helps to provide a reflection on the need for a reading curriculum that defines explored items and consciously evaluated by teachers.