Influência do gabarito de respostas na autocorreção de exercício de interpretação: estudo de caso com estudantes do programa estadual de novas oportunidades de aprendizagem de Santa Catarina

• Ano de defesa: 2016
• Autor(a) principal: Niero, Gabriela
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Pragmática cognitiva; Teoria da relevância; Vigilância epistêmica; Correção de interpretação textual; Gabarito de respostas
• Link de acesso: https://repositorio.animaeducacao.com.br/handle/ANIMA/3180

Based on relevance theory, we analyzed in this study the influence of an answer template in the correction the students of Mid-School’s first year with learning problems make of their own textual interpretations. To achieve this goal, we investigated six students of Programa Estadual Novas Oportunidades de Aprendizagem na Educação Básica (PENOA) from Escola de Educação Básica Caetano Bez Batti of Urussanga, SC. We assumed the hypothesis that these students would tend to behave as naïve interpreters in this process, due their reading difficulties. To test this prediction, we proposed an interpretation activity, using Luís Fernando Veríssimo’s text “A Verdade”, with ten questions representing Marcuschi’s (2008) question categories. The activity was followed by a session of autocorrection, mediated by an answer template with errors, and a session of activity evaluation. From a quantitative perspective, the grade that students attribute to themselves is similar to the grade that the student would have if they followed the answer template created by the researcher unconditionally. From a qualitative perspective, the students do not refute the authority of the answer template when the answers are not subjective; they do not return to the text to analyze the pertinence of their answers; and they depend on the teacher to problematize the instrument. We concluded that the students trust naïvely in the answer template as representative of the teacher’s authority, suggesting that it is more relevant to trust in this presumption than keeping in the epistemic vigilance in the activity.