The lines and between the lines: the Spanish language questions in ENEM. / As linhas e as entrelinhas: um estudo das questões de língua espanhola no ENEM

AUTOR(ES)
FONTE

IBICT - Instituto Brasileiro de Informação em Ciência e Tecnologia

DATA DE PUBLICAÇÃO

30/03/2012

RESUMO

Considering firstly Spanish language value in Brazilian educational context in late years, not only because of the 11.161/2005 law publication, but also because of the presentation of Spanish language questions in Exame Nacional para o Ensino Médio (Enem) since 2010, and, secondly, the importance of this exam as a form to evaluate the students from the final period of basic education in Brazil; equally important the selection of candidates to the undergraduation courses, as well as the possibility of this exam to serve as the initial base to reconstruct Brazilian high school period curriculums in accordance with Enem syllabus approval established by Conselho Nacional de Secretários de Educação in 2009, we consider important and relevant to research the theme evaluation by focusing on the instrument used to measure Spanish language abilities in this referring Brazilian exam. To do so, initially we construct a brief panorama concerning the Spanish language teaching practice in Brazil in order to understand the ways of this language in the educational context and comprehend the possible reasons that motivate the Spanish language inclusion in Enem. In addition, we present the theoretical review by aiming at discussing the aspects related to evaluation, to reading and to the procedures of evaluating the students reading comprehension abilities. Moreover, we discuss specifically the Matriz de Referência (2009), published by Ministério de Educação and by Instituto Nacional de Estudos e Pesquisas Educacionais (Inep), which introduces the considered abilities in each area of Brazilian high school period as well as the Matriz de Questões based on Nerys Doctoral Dissertation (2002) which allows to analyze the complexity level of proposed tasks in foreign language questions in final exams like Enem. In the following chapter, we construct a study concerning the texts, the task commands and the alternatives presented in the considered exams versions based on the theoretical review and the methodology explained in the previous chapters. We analyze the Spanish language questions presented in three Enem exam versions: the exams from 2010 the first and the second appliances and from 2011, the third one. In a general view, we comprehend that the questions demanded basically: association between theme and title based on the global comprehension in the proposed message; the identification of expressed information; 22 and the recognition of text intention or the text genre. At the same time that we do not identify questions which are focused on grammar rules or vocabulary forms, it is necessary to reinforce that some items could be answered only based on the comprehension of the task commands written in Portuguese, or just based on the students previous knowledge. In the end of this investigation, we present the bibliographical references, Enem exams analyzed and the other texts referred in this present study.

ASSUNTO(S)

avaliação compreensão da leitura enem enem evaluation língua espanhola reading comprehension spanish language

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