Compreensão de texto de avaliação descritiva: estudo de caso exploratório com base na teoria da relevância

• Ano de defesa: 2008
• Autor(a) principal: Cruz, Alessandra da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Cognição; Teoria da relevância; Avaliação descritiva; Interação oral
• Link de acesso: https://repositorio.animaeducacao.com.br/handle/ANIMA/3292

In this exploratory case study, the influence of a writing descriptive evaluation is verified in the set of assumptions about the learning stage of a student of the first grade of elementary school of “Centro Educacional Professor Henrique Buss” of São Ludgero, SC, which is reported as relevant to the researcher by her mother after a verbal interaction with the teacher. The analysis includes: a) the text of the descriptive evaluation; b) the oral interaction about the student’s learning stage between teacher and researcher; c) the interaction between teacher and the student’s mother; and d) the final oral interaction between mother and researcher, when it is verified which elements of the former interaction with the teacher are relevant to the mother. In the analysis, it is applied the concepts of logical form, explicature and implicature, as stated in Sperber and Wilson’s (1986, 1995) Relevance Theory. The results show that the set of assumptions which compounds the written evaluation is lower and, to some extent, different from the set of assumptions which compounds the oral version of that evaluation, suggesting that the written version exerts little influence to the subsequent interaction between teacher and the student’s mother. The student’s mother final oral report suggests crucial prevalence of assumptions derived from the oral version of the evaluation in comparison with the writing version, added by her inferred assumptions derived from the interaction with the teacher, or by remembered assumptions derived from her encyclopedic memory. Keywords: Cognition. Relevance Theory. Descriptive evaluation. Oral dialogue.