A compreensão leitora e a consciência linguística de alunos de 9º ano : uma análise comparativa entre Brasil e Portugal

• Ano de defesa: 2019
• Autor(a) principal: Valente, Patrícia Martins
• Orientador(a): Pereira, Vera Wannmacher
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica do Rio Grande do Sul
• Programa de Pós-Graduação: Programa de Pós-Graduação em Letras
• Departamento: Escola de Humanidades
• País: Brasil
• Palavras-chave em Português: Compreensão Leitora; Consciência Linguística; Alunos de 9º ano do Brasil e de Portugal
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: http://tede2.pucrs.br/tede2/handle/tede/8640

This study, realized with support of the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior – Brasil (CAPES) – Financial Code 001, had as general objective investigate the reading comprehension and linguistic awareness of 9th grade students of middle school of public and private schools from Porto Alegre, Brazil, and of public school from Leiria, Portugal. The parallel is not made in the whole of Brazil and Portugal, but of a Portuguese school and three Brazilian schools, although there is such a limit, it points out possible connections between the two countries, considering that these schools are representative of their countries. This study is theoretically supported on Psycholinguistics (Poersch, 1998, 2001, Scliar-Cabral, 2008, 2009, Smith, 1999, 2003, Kleiman 1992, Leffa 1996, Kintsch et al 1978, Gombert 1992, Goodman 1990; Giasson, 1995, 2000). The research was developed through the following steps: bibliographic review and research. The sample consisted of 102 students: 33 portuguese public school students and 69 brazilian public school students (15 from the municipal school and 19 from the state school) and private school (35 students). Data collection was performed to obtain information about reading comprehension, linguistic awareness, profile and reading habit of participants. In order to obtain data on reading comprehension and linguistic awareness, the following instruments were used: elaboration of a summary of the text "Passion at first sight", selection of the adequate summary for the text, multiple choice questions about the text. The first of these instruments did not assess the level of linguistic awareness. To collect information about reading habits, a questionnaire was applied about the students’ profile. The data were collected, organized, treated statistically through SPSS and Excel and analyzed considering the research questions and discussed with support on the theoretical grounding. It was possible to: a) verify and compare the performance in reading comprehension and level of linguistic awareness of school students from Leiria (Portugal) and of students schools from Porto Alegre (Brazil); b) compare performance on reading comprehension and level of linguistic awareness of public school students (state and municipal) and private school from Porto Alegre (Brazil); c) correlate the performance scores of school students from Leiria (Portugal) and students from schools of Porto Alegre (Brazil) for reading comprehension and levels of linguistic awareness. The following results were obtained: a) the students of the school from Leiria (Portugal) and of the schools from Porto Alegre (Brazil) had low performance in the elaboration of the abstract; the students of the state school from Porto Alegre (Brazil) were the ones that had the highest performance when performing this activity. More than half of the students surveyed - of the school from Leiria (Portugal) and of the schools from Porto Alegre (Brazil) - had a higher performance in selecting the appropriate summary compared to the performance in the abstract; considered it singly, the highest performance was of the students of the school from Leiria (Portugal). In the multiple choice questions and questions about the text, the students surveyed performed poorly; among these students, those of the private school from Porto Alegre (Brazil) were the ones that had the highest performance; b) among students surveyed in Porto Alegre (Brazil), the students of the state school had higher performance on the abstract, on the other activities the highest performance was of the students of the private school; c) when correlating the performance scores of all respondents, it was observed that there is a slight linear relationship between performance scores when they summarized a text (CLR) and when they correctly marked multiple choice items (CLI), considering the comprehension, and a slight linear relationship between student performance scores when they marked "yes" or "no" in the summaries presented and correctly justified their choice (CLRS) and when they correctly scored and justified the multiple choice alternatives and wrote the correct answer in open questions (CLI), considered the understanding and the levels of consciousness. It was verified the importance of using different instruments to evaluate the same topic, in this case the comprehension, since each of them accessed a cognitive process and with more specificity and depth than another, and because these instruments measure different aspects of the comprehension there must be careful to say that the students present problems of comprehension, because the performance of the students is linked to the content cuts of the respective instruments.