Reading capabilities evaluation

ABSTRACT

The present research work has investigated reading practices performed by teachers at the second stage of Elementary Education in schools of the public education system. It was grounded on theoretical assumptions of enunciation and discourse genres of Bakhtin and his Circle, that consider reading as an interlocutive action, always implying an active responsive comprehension for meaning construction. For such, we have applied participant observation in the classroom and contrastive analysis of the reading practices. The data gathered include video recordings of the classroom routine; semi-structured interviews with teachers and students, an analysis of the current discourse genres in that context and of the reading practices in the classroom. As Bakhtin and Volochinov (2004) postulated, language is always "populated" by another's interactions. We could identify in the classroom episodes, the coexistence of conflicts, different ideological words or social languages manifesting themselves in the communication situations. The results highlighted the emergence for reading teaching to appear in all subjects of the school curriculum, that the discursive genres be taken as objects of reading teaching, being constituted as spaces for interaction among the students and those with the teacher.

Keywords:
learning evaluation; reading capability; discourse genres; elementary education; curriculum.