O trabalho com textos argumentativos no nono ano : da avaliação externa à reflexão sobre as práticas escolares

Abstract

This study aimed to investigate the causes of low performance of the ninth year of the College State Normal Afogados da Ingazeira-PE proficiency test in reading the Educational Assessment System Pernambuco (SAEPE), specifically in dealing with argumentative texts because from the data collection at the website of the Center for Public Policy and Evaluation of Education, Federal University of Juiz de Fora (CAEd-UFJF, a instituition that provides technical support to the state of Pernambuco), it was found that the D10 descriptors (Distinguish fact from opinion) and D19 (Identify the thesis of a text), own argumentative texts, have the highest incidence of errors. In order to conduct the work, the following specific objectives were listed: identify the conceptions of school Portuguese teachers regarding work with the reasoning in the classroom; describe the characteristics of the regencies, detecting the place of argumentative texts in school reading practices; identify the types of activities with argumentative texts in class; identify the skills targeted by the teachers to explore argumentative texts in class. To support the work, we had a discussion of theories of Luckesi (2008; 2012), Sousa (1998) and Horta Neto (2010) on internal and external assessments; Libâneo and Oliveira (2003), Sacristan (2000), Arroyo (1999) and Bonamino and Sousa (2012) about the relationship between the curriculum and the Reference Matrix; Marcuschi (2012), Schneuwly and Dolz (2004), Antunes (2005) and Koch and Favero (1987) on gender, textual types and argumentation; Finally, we discuss the research of Victor Civita Foundation (2011) and Benchmarks for Teacher Education (BRAZIL, 2002) on continuing education in the country. And considering that the outcome of external evaluations may be a reflection of teaching practices, we propose a continuing education course on the argumentative type. This was a qualitative, research with descriptive, application of open questionnaire to school English language teachers and free observation records in field diary. The results raise a methodological change classes on the argument for higher learning.