Carla Viana Coscarelli

Avaliação e letramento: concepções de aluno letrado subjacentes ao SAEB e ao PISA

This paper presents the different notions of literacy that underpin the SAEB 1999 and PISA 2000 assessments. It also brings forward an overview of these large scale assessment examinations that includes the reading skills that both test. Comparing such skills allowed us to seize the concept of literacy adopted in each. We finally discuSS some of the probable implications of literacy evaluation on elementary school.

Examining Reading Comprehension through the use of Continuous Texts and Hypertexts

In this paper we present the results of an experiment that aims to verify the influence of the presentation format – hypertext or continuous – in reading comprehension. A group of students, who are familiar with computers, read an advertisement in one of the formats: hypertext or continuous. After reading the text the students answered questions that aimed to verify some reading skills: global comprehension, retrieving information, making inferences and giving opinion. Both the text and the answers given by the students were analyzed using the Theory of Mental Spaces proposed by Fauconnier and Turner (2002). Although a quantitative analyses of the answers has pointed to an advantage of the hypertext format, qualitative analyses show that, regardless of the presentation format, the students could understand the advertisement, and were able to deal with different mental spaces in a very creative and efficient way.

O que dizem as matrizes de habilidades sobre a leitura em ambientes digitais

Based on an analysis of the Saebs Matrix on Portuguese Language, widely used in evaluations in Brazil, we discuss in this paper the relationship of this matrix to reading practices and printed writing culture. We also propose a discussion about the complexity of abilities that compose the matrix, as far as real reading practices are con cerned. We propose the necessity to make a clear distinction between a matrix for eval uation purposes and a matrix designed for teaching purposes. It is also very important to consider aspects related to the multimodal and digital literacy as a crucial part of the act of reading.

Literacy and Reading for the 21st Century

Each textual genre requires a specific approach by the reader. She needs to understand the composition of the texts, the languages that are articulated in it, in order to notice the singularities of literary texts and the symbolic systems they involve. The ‘Redigir’ Project develops and makes available, free of charge, activities to be used by teachers of Portuguese. The project deals, among others, with literary texts, exploring their comprehension from a perspective of literary and digital literacy, multimodality, and multiliteracy studies. Our goal is the development of students’ reading skills and the training of teachers who will help the students improve their reading skills of diverse textual genres on printed and digital media. Our proposals include activities about contemporary poetry, whose authors are interviewed by our team. There are also proposals involving the creation of picture books exploring augmented reality. We aim to contribute to the teachers’ training and help them put into practice recent literary and linguistic theories, working in a meaningful, critical and transformative way.

Linguagem, NTIC e a sala de aula: o que propõem as pesquisas de intervenção

We developed an analysis of linguistic aspects and of how information and communication technology (ICT) was treated in theses and dissertations that deal with interventional research in Portuguese language classes, produced between 2000 and 2012 in national post-graduation programs of Language and Linguistics. We discuss here conceptions of language and learning adopted by the researches, the emphasis they give to class blogs and the features and place of these interventional researches in the scope of Applied Linguistics. Finally, based on these aspects, we tried to present not only a balance of the production in that period, but signaling as well challenges for future actions and research in Applied Linguistics in this field.

Hipertexto no cotidiano escolar: uma prática possível

Escrito com linguagem simples e acessivel, Luiz Fernando Gomes chama nossa atencao no livro Hipertexto no cotidiano escolar para o potencial do hipertexto e a necessidade de ser desenvolvido um trabalho com esse conceito e sua aplicacao na escola. A proposta desse livro e “discutir as questoes teoricas que envolvem a leitura e a producao de hipertexto e apresentar sugestoes metodologicas que possam ser aplicadas em sala de aula do ensino fundamental e medio” (GOMES, 2011, p.15). Primeiro volume da colecao “Trabalhando com... na escola”, cujo objetivo e fornecer materiais e sugestoes metodologicas para educadores do ensino fundamental e medio de forma a contribuir para a pratica pedagogica deles, foi uma boa escolha dos responsaveis pela publicacao, uma vez que o hipertexto e uma realidade dos contextos digitais que precisa ser conhecida, reconhecida e trabalhada com seriedade na escola, pois, como pergunta George Lucas a Elisabeth Daley (2010),