Aspectos dialógicos da linguagem na Prova Paraná – área Língua Portuguesa

Abstract

Large-scale institutional assessments have been both objects of study and put into practice in Brazil in recent decades and have taken a central role in the development of educational policies. In Paraná, the Paraná Exam has been applied since 2019, and like the other tests, it presents itself as an attempt to improve the quality of public school learning. The methodology that guides this study is a qualitative approach with exploratory purpose In this study, based on dialogical theory, from the studies of the Bakhtin Circle and its re-enunciations in Applied Linguistics in Brazil, regarding to the skill reading, we seek to understand how the dialogical principles of language permeate topics, descriptors and the questions of the Paraná Exam, applied to students of the 3rd year of High School, in the year 2019. The dialogical dimensions that constitute dialogism and that we seek to perceive in the editions of the clipping for this study imply that: every statement constitutes dialogue with the extraverbal situation; it goes to and comes from someone, guides itself to what has already been said, generates the expectation of counter words Therefore, we took as corpus the first and second editions of the Paraná Exam applied in 2019, in which we analyzed the proposed questions having as reference the Portuguese Language Reference Matrix for the 3rd year of High School and its descriptors; this reference matrix was based on the SAEB matrix (Prova Brasil). The results of the investigation indicated that the dimensions of the dialogical reading are contemplated in the two editions of the test, in order to observe that the questions of the Paraná Exam: provide the analysis of the conditions of production of the texts; support reflection on the social valuations that permeate the daily life in which the student is inserted; constitute a link between the student and the social reality; provide conditions for the student to establish relationships between different texts, verbal and non-verbal, and be able to perceive the difference between what is narrated or discussed and what is opinion about it. It is considered that these dialogical dimensions are fundamental for the student to learn how to deal with the texts in a critical and responsible way, as well as to exercise the replica reading, which implies a response from the reader to what he/she reads.