Procedimentos de avaliação diagnóstica: proposta de instrumentos norteadores do planejamento de um curso de leitura a distância

Abstract

The focus of the research here presented is the discussion about the relevance of evaluationproceduresas guiders for teachers in the planning of a distance reading course. For the development of this study, our motivation was a context of situations related to the reading process.One of the issues was the experience with instrumentalPortuguese language tutoring in apublic university course located in the city of Rio de Janeiro. From the beginning of the research and during all the period of it, we noticed that many students have difficulties inreading comprehension activities, it does no matter if it is course syllabus or texts presented in evaluations. In addition to that, some of them (students) also present a lack of understanding when reading the instructional material contained in the web space used by the course s teacher, located inside Moodle platform. Another motivation for the research was Ana-Weschler Master's dissertation (2016), in which the author identifiesthatthe reading comprehension process in a distance language course at a public institution has not yet received the appropriate relevance. Therefore, we investigated how to structure the design of a diagnostic reading test for the teaching-learning process, which could contribute to the definition of the student profile and theteacher sdecisionmaking attitude. Thus, questions about the abilities that the student brings and how they can be related tothereading comprehension process, in order to favor a more effective learning, guide the present research. In our methodology, we used two diagnostic tools for data gathering along with university students of a distance course. The first tool presents issues related to the perception of reading habits and the participants uses of technology. On the other hand, the second one is a reading exercise. The theoretical conception of reading follows the sociocognitiveperspective. In this perspective, reading comprehension considers the interaction among reader / text / author and reading itself as a cognitive process, although also considering social aspects involved, such as: the institutional and cultural environment, context of use, text comprehension and production. To develop the analysis of this study, we chose to divide it into four parts: analysis of the data collected with the first instrument; recognition of whether or not the objectives that served as the basis for the design of questions about reading have been met and to what extent; models of reading and comparison of results obtained in both instruments. After examining the students' answers, we found out some lacks regarding the use of reading strategies. Because of that, we understood it was necessary a broader work including reading, with focus on textual genres, so that the student can have a more consistent understanding of the reading process and, consequently, improve his/her result in distance subjects/courses at the university. We believe that the use of diagnostic tools such as the ones used in the study at the beginning of a course can be valuable instruments for the teacher to guide the planning of the course