Leitura e escrita no ensino médio em uma instituição pública federal

Abstract

This research aims to comprehend how the processes of reading and writing occur in the course Technical in Computing of the Federal University of Technology - UTFPR, located in Campo Mourão, a city in the Northeast of Paraná state. The students who have finished the course have gotten remarkable results among the schools of the city in the High School National Exam - ENEM, which evaluates knowledge of high school students all over Brazil. The results provided by UTFPR in ENEM evaluation, have contributed to insert its students in the graduation courses. In order to reach out our main objective, it was verified teachers' reading and writing conceptions; it was identified the texts genres used in reading and writing; how interaction is constituted in the classroom and how the evaluation process of reading and writing occurs. The theoretical support is entrenched to the concepts and conceptions of interaction, utterance, words, responsivity and genre of speech set up by Bakhtin and Voloshinov (2004) and Bakhtin (2010), as well as the theory of development created by Vygotsky (2007). Thus, it was undertaken a diagnostic investigation within a qualitative and ethnographic approaches supported by the interpretative paradigm, using participant observation in the classes of Portuguese Language in the second semester of 2011. The corpus for the analysis consists of data gotten by recording classes, interviews with semi-structured questionnaire, fieldnotes and didactical documents provided by teachers and students. The results have shown that the genres in reading tasks distinguish from the ones used in writing. The reading of secondary genres, specifically, the literary ones, is more likely to be the preference of the teachers. It's characterized by the conception of interaction author-text-reader (MENEGASSI & ANGELO, 2010). It was realized that reading has been conceived as a social reflection process, thus, as dialogical condition for student's development. The writing contemplates genres which demand argumentation, which is considered important for students in order to learn how to develop and sustain a position, like the opinion articles, whose theme occurs by apprehending a meaning through reading. Writing has been seen as a work process, once the text is considered a tool able to influence the interlocutor and the environment, in this way, as a concrete utterance for being product of interaction between reader and text, and for aggregating student's previous knowledge.