Educação e linguagem na “Avaliação Diagnóstica Avaliar é TRI” do Rio Grande do Sul para o 3° ano do ensino médio de 2022

Abstract

This research is part of the research line "Educational Processes, Language, Technology, and Inclusion in Education" and aims to investigate how Oswald Ducrot's Theory of Polyphony can be applied as an analytical tool for the utterances found in the Avaliação Diagnóstica Avaliar é TRI assessment, with a focus on reading comprehension. The study is based on the premise that mother tongue education presupposes the development of reading comprehension skills, especially in formal assessment contexts.The theoretical framework is grounded in the contributions of Ferdinand de Saussure, Oswald Ducrot, Tânia Maris de Azevedo, as well as official educational documents that recognize reading as an essential skill to be developed in mother tongue teaching. The analysis focuses on the assessment administered to third-year high school students in a public school located in Caxias do Sul, RS, in 2022. Specifically, the research examines questions 4, 13, 16, and 25 from the assessment carried out by the State Government of Rio Grande do Sul, with the aim of analyzing how the utterances in these questions can be interpreted through the lens of the Theory of Polyphony.The goal is to analyze how Oswald Ducrot's Theory of Polyphony can be used as a tool to understand the utterances of the Avaliação Diagnóstica Avaliar é TRI assessment that presented the highest error rates, in order to investigate the relationship between these utterances and the reading comprehension skills of third-year high school students from a school in Caxias do Sul/RS in the year 2022. Ducrot's Theory of Polyphony is employed as an analytical tool to understand the multiple voices embedded in the assessment's utterances.The dissertation explores how meaning is constructed within these utterances and how this construction can influence students' reading comprehension, as well as how the utterances come together to form a network of meanings that must be interpreted by the test takers. In conclusion, the research contributes to the reflection on how diagnostic assessments can be more effective by taking into account the multiple layers of meaning that emerge from language, thus offering a more accurate evaluation of high school students' reading comprehension skills. It concludes that, although the Avaliação Diagnóstica Avaliar é TRI intends to assess reading comprehension, it ultimately fails to do so. [resumo fornecido pelo autor]