Os Conhecimentos teóricos dos futuros professores sobre a avaliação das capacidades de leitura

Abstract

The central point of this study focuses on theoretical knowledge regarding reading assessment, brought by future teachers of the Literature course/UFPI in the supervised internship. The general question is: What teaching knowledge do future language/Portuguese teachers bring to the reading class, in the supervised internship, in terms of assessment? Thus, the general objective is to: Investigate the theoretical knowledge about reading assessment, brought to the classroom, by future teachers of the Literature course/UFPI, at the time of conducting, in the supervised internship. The specific objectives are: Identify the theoretical basis that future teachers of Portuguese Literature bring to the assessment of reading and analyze the instruments and interventions, indicated in a questionnaire, on the knowledge used by future teachers to assess reading in the classroom. The theoretical contribution brings views from authors such as: Hoffmann (1993), Rabelo (1998), Sant’Anna (1999), Luckesi (2003) and Silva, Sousa and Sousa (2022) with regard to evaluation; and Kato (1999), Rojo (2004), Azevedo (2007), Kleiman (2008), Arena (2010), Silva (2011), Martins (2012), Lopes and Carvalho (2012), Pereira and Scliar-Cabral (2012 ) and Girotto (2013) regarding reading skills. The data for this investigation were collected in a Supervised Internship III class, of the Portuguese Literature course, at the Federal University of Piauí. The research carried out is in the field, being qualitative with an ethnographic aspect in the classroom. The result shows that evaluation is not treated as reflection, but only as a carrier of results.