Leitura no PISA 2000 : acadêmicos e jornalistas avaliando resultados

• Ano de defesa: 2009
• Autor(a) principal: Prazeres, Luiz Antônio dos
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Programa de Pós-graduação em Letras; letras
• Palavras-chave em Português: Análise do discurso; Avaliação educacional; Competência e desempenho (Lingüística); Leitura; Discourse analysis; Educational Assessment; Competence and performance (Linguistics); Reading; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: https://app.uff.br/riuff/handle/1/18583

In this dissertation, entitled "Reading and PISA 2000: scholars and journalists evaluating results", I conducted an investigation of a heterogeneous corpus of texts published in the Brazilian online press and in online specialized periodicals in Brazil about the performance in reading tasks of Brazilian students in PISA 2000 - Program of International Student Assessment. The heterogeneity of the corpus of six texts is accounted for in terms of their origin in different discourse domains (printed journalism and academic discourse), apart from their inscription in different disciplinary discourses (the academic texts come from the areas of Education and of Language Studies). The theoretical framework adopted in this research is that of Semiolinguistics (CHARAUDEAU, 1992, 1996, 1999) and the category adopted in the analysis of the corpus is that of "ethos", from the same theoretical framework. The analyses suggest that there were different reactions to Brazil´s ranking in last position in this exam; that the texts express reactions against government policies in Education; competing opinions about the questions formulated in the test; different conceptions of reading; and, finally, the voicing of opinions about the performance of the Brazilian government, in general terms. Based on the different opinions about the results and the test, this research suggests that the results of systemic evaluations should be released or printed publicly in different media, and conceptions of reading should be reconsidered by people involved in teaching and learning processes.