O ensino de leitura e o processo inferencial: interfaces com a formação de professor e com as avaliações externas

Abstract

This work aims to understand how the ability of “infer implicit information in a text”, which is part of textual comprehension, is assessed in the external evaluations of Portuguese Language and investigate what type of inference tasks the future Portuguese teachers propose, identifying approximations and distancing between these processes. As theoretical support, we are based on the studies of Solé (1998), Applegate, (2002), Soares (2004), Koch e Elias (2006), Kleiman (2007; 2008), Marcuschi (2008), Silva (2012; 2013; 2016), Ferrarezi jr e Carvalho (2017). Thus, based on these theories, we explore the following questions in our analysis: i) how the external evaluations items evaluate inference in texts? Ii) what texts are used to elaborate items of this ability? and iii) how the undergraduate students proposed to work with inference on reading activities? We use the documental research methodology in our analysis, taking the conception of document proposed by Appolinário (2009, p. 67): “Any support that contains registered information, forming a unity, that may be useful for consultation, study or test”, and these data have been undergone a qualitative and interpretative treatment (DENZIN; LINCOLN, 2006). This research results show that, concerning the ability of making inferences of implicit information in a text, there is a mismatch between the way how the inferential process is required in large scale evaluations and the way the undergraduate students elaborated the reading activities, usually making the text as a mere “pretext” for the students to do activity, which does not comprehend a text’s interpretation.