Efeitos de um projeto de mediação em leitura para alunos do 2º ano do ensino fundamental

Abstract

The subject of this research is the reading in literacy, specifically the performance of students in Provinha Brazil/MEC – Test 1 and Test 2/2015. This evaluation instrument aims to check reading abilities of students at the beginning and at the end of the 2nd year - 1º cycle - Elementary School. It is configured as a test with twenty questions of Portuguese Language, eleven of which focus on the reading ability, containing four alternatives for each one of them. One of the concerns of the school where we teach is that students obtain a satisfactory performance, mainly in Test 2. Although there are controversies about the purpose and the format of Provinha Brazil, schools has not been given the option of not carrying it out. Thus, in the perspective of contributing to the learning of reading of students from a 2nd year class that participates in this evaluation system, we proposed an action research with qualitative interpretative approach, in a public school from a city of Western Paraná/BR. This research comprised two stages: 1) Based on the configuration of the Provinha as well as on the results obtained by the students in Test 1, we did a survey of their academic performance on the descriptors, in order to map which ones the students show to have a good command of, and which ones they still needed to learn. 2) After, from these data, we have proposed a didactic-pedagogical mediation project, focusing on teaching the descriptors that students have not mastered, aiming to contribute to the achievement of a better performance in reading and, consequently, to the success in the results of Test 2. This way, the question we sought to answer in this research was: did the mediation project we have drawn up and applied contribute in such way that the students achieved a better performance in reading in Test 2 of Provinha Brazil? In light of that, the general aim of this research was to assess the effects of the project we developed in a 2nd year class in literacy phase. The generated corpus consists of academic performance data from the Tests 1 and 2, and the materials and methodologies used in the mediation project. Our research, enrolled in the field of Applied Linguistics, is guided by the interactional conception of reading, according to which the acquisition of knowledge occurs through the interaction of men with other men and with the social, cultural and historical environment in which they live. Based on the generated data and also on our considerations and analyzes, we verified that the didactic-pedagogical mediation project contributed to the achievement of a better performance in Test 2-2015 by the students of the 2nd year of Elementary School.