Inferência de uma informação implícita em um texto: uma análise da habilidade nas avaliações externas e internas de língua portuguesa na educação básica

Abstract

The main aim of this research is to investigate the production of text comprehension activities that evaluate the ability of inference of implicit information in a text during the Portuguese Language classes of 9th graders of Fundamental School, considering the fact that knowing how to read between the lines of a text with proficiency is an exercise that demands more sophisticated learning skills from students. Specifically, this research intends to have a clearer dimension of these activities’ structures of the reading conception demanded by its elaborators; of the chosen textual genres to be part of them and of the explored inference levels in teachers’ evaluations. In order to do so, we made a detailed analysis of items of Prova Brasil (Brazilian National Evaluation of school Performance) and of SIMAVE (Minas Gerais’ Evaluation System of Public Education), as well as questions made by Portuguese language teachers to work with the previously mentioned ability in daily school classes. The purpose of this research is to make a documental analysis, which can be included on the principles of qualitativeinterpretivist research (PÁDUA, 1997). As a basis of this work, we approach the interactionist perspective of reading (ANTUNES, 2003; KLEIMAN, 1989; SOLÉ, 1998), the emancipatory dimension of evaluation (HOFFMANN, 2009; LUCKESI, 2018; ROMÃO, 1998) and the school tasks valorization for the development of the reading competence (ARAÚJO, 2017; MELCHIOR, 2002). The results of this research reveal the creation of interesting activities for the evaluation of ability of inference of implicit information in a text in the context of Portuguese Language Classes. The items and questions elaborated by the teachers were made according to an interactionist perspective of reading and used different textual genres, according to the new perspectives of teaching in favor of literacy practices. Different from the items, elaborated in the multiple-choice model, the tasks created by the teachers were formulated either in the discursive model or in the multiple-choice model, an important strategy for a more dynamic evaluation of the students, although some questions show problems that could to hinder students’s understanding. The research also shows that the evaluators intend to prepare students for the production of low and high complexity inferences.