Aline Evers

Vocabulário, complexidade textual e compreensão de leitura em ambientes digitais de ensino : uma investigação inicial com alunos do ensino médio

RESUMO : Neste artigo, relata-se uma investigacao inicial que pretendeu qualificar a elaboracao e a facilidade de uso de recursos didaticos para Educacao a Distância (EAD) na area de Letras/Lingua Portuguesa e Leitura. Apresentam-se o planejamento do recurso, a selecao de materiais e as nocoes teoricas envolvidas e o desenho inicial da atividade, que consistiu em ler e avaliar a complexidade de um conjunto de textos curtos. A experiencia revelou sucesso apenas para um pequeno grupo controlado de alunos e insucesso em grande grupo, sem controle. Para a melhoria do recurso criado e da sua implementacao didatica, indica-se a necessidade de realizacao de atividades previas presenciais de estudo com os grupos envolvidos e de avaliacao de resultados com os alunos respondentes apos a tarefa realizada . PALAVRAS - CHAVE : ambientes digitais; complexidade textual; recursos de EAD; vocabulario . ABSTRACT : In this paper, we describe an initial investigation that intended to qualify the elaboration and usability of didactic resources for Distance Learning (DL) in the field of Languages/Portuguese Language and Reading. We present the planning of the resource, the selection of materials and the theoretical notions involved, and the initial design of the activity, which consisted in reading and evaluating the complexity of a set of short texts. The experience was successful only for a small controlled group of students and unsuccessful for the large uncontrolled group. In order to improve the devised resource and implement it didactically, there is the need to perform previous presential learning activities with the involved groups and proceed with the student’s evaluation of the results after the task is accomplished . KEYWORDS : digital environments; textual complexity; distance learning resources; vocabulary .

Letramento científico e simplificação textual: o papel do tradutor no acesso ao conhecimento científico

From the task given to students of the translation course of simplifying a scientific text on Parkinson’s disease written in Brazilian Portuguese to be understood by lay Brazilian readers with low levels of education, we seek to interrelate the concepts of intralinguistic translation, scientific literacy and textual simplification. We highlight the differences found in the textual simplification performed in two ways, with and without digital tools, and think about the student’s engagement in those tasks as well as the training of translators as knowledge mediators/intermediaries.