Prova paraná fluência 2019: reflexões e desdobramentos
| Ano de defesa: | 2022 |
|---|---|
| Autor(a) principal: |
Dossena, Gisele Aparecida
 |
| Orientador(a): |
Estrada , Adrian Alvarez
|
| Banca de defesa: |
Estrada , Adrian Alvarez
,
Pasini, Juliana Fatima Serraglio
,
Soligo , Valdecir
|
| Tipo de documento: | Dissertação |
| Tipo de acesso: | Acesso aberto |
| Idioma: | por |
| Instituição de defesa: |
Universidade Estadual do Oeste do Paraná
Cascavel |
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação
|
| Departamento: |
Centro de Educação, Comunicação e Artes
|
| País: |
Brasil
|
| Palavras-chave em Português: | |
| Palavras-chave em Inglês: | |
| Área do conhecimento CNPq: | |
| Link de acesso: | https://tede.unioeste.br/handle/tede/6109 |
Resumo: | From the year 2000, with the publication of the report referring to the National Reading Panel, fluent reading became a skill that has taken on a prominent role among large-scale external assessments, considering its importance as an enabler for the development of comprehension reader, as well as a fundamental point with a view to contributing to the school performance of students. In this bias, this research has as its object of analysis the Fluency Assessment applied to students enrolled in the second year of Elementary School I – early years. The Fluency Assessment is the newest assessment tool aimed at students in the literacy process, which was applied for the first time, as a pilot project, to students enrolled in the second year of Elementary School I - early years of Brazilian public schools in the year of 2018. In 2019, it was applied in five Brazilian states with the objective of presenting information about the level of reading ability of each student. In 2020, due to the pandemic scenario caused by COVID-19, this assessment was not carried out. The main objective of this research is to reflect on the use of the results of the Paraná Fluência Test, considering the state as its provider. As a theoretical framework, some studies of fundamental aspects of external assessments, fluent reading assessment and the learning process and development of fluent reading with comprehension were adopted. The methodology used to collect information was based on bibliographic research considering primary sources: official documents and data collection from the official body and secondary sources: survey of theses, dissertations and scientific articles dealing with the research object, based on the problem of understanding how it is possible to assess fluent reading on a large scale and reflect on the use of the results presented from the Paraná Fluência Test, as well as understanding the intention of the state of Paraná in providing an assessment for municipal schools. |