Loading...
Publication
Compreensão leitora: um estudo de caso com alunos do ensino presencial com mediação tecnológica no estado do Amazonas
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 33182 | 4.69 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
A presente tese tem como objetivo geral, avaliar através do Método Cloze o nível da compreensão leitora dos estudantes que participam da metodologia Ensino Presencial com Mediação Tecnológica–EPMT, no Estado do Amazonas, ofertado pela Secretaria de Estado de Educação do Amazonas, através do Centro de Mídias de Educação do Amazonas – CEMEAM, item pontuado como fragilidade pelos docentes e pedagogos (as) que atuam no CEMEAM. Em todo percurso da pesquisa e coleta de dados, a realidade geográfica e logística de acesso ao ambiente escolar foi levada em consideração, pois consequentemente interferem diretamente no ensino aprendizagem desse público. Foram avaliados na primeira etapa de coleta 53 estudantes com idade entre 17 e 47 anos, na segunda etapa por diversos fatores (enchentes dos rios, trabalho fora do município e transporte), somente 29 estudantes participaram com idade entre 18 e 47 anos. Os materiais utilizados: levantamento bibliográfico, aplicação de questionários com questões abertas e múltipla escolha, entrevistas, questionários comportamentais referente à antes - durante e pós leitura, Teste Cloze, tabulação dos resultados, Oficina de Leitura e tabulação dos resutados pós oficina de leitura. Na primeira etapa de aplicação do teste Cloze, 22% dos participantes segundo a classificação de Bormuth (1968), encontravam-se no nível FRUSTRAÇÃO, indicando que o leitor conseguiu retirar poucas informações da leitura e, consequentemente, obteve pouco êxito na compreensão. Após primeiro diagnostico, ações pedagógicas foram elaboradas objetivando elaborar ações pautadas nos resultados da aplicação do teste Cloze. A elaboração de uma Oficina de Leitura, nos foi mais viável respeitando a realidade geográfica que envolvia o estudo, os resultados após execução da Oficina nos indicaram que, nenhum participante se encontrava no nível FRUSTRAÇÂO. Percebemos que os resultados a partir da aplicação do teste Cloze e tabulação dos dados, possibilitava ao mediador da ação, desenvolver atividades pontuais na(s) fragilidade(s) detectadas que afetam diretamente a compreensão leitora dos participantes, os resultados foram promissores para a continuidade de futuras ações.
The general objective of this thesis is to evaluate, through the Cloze Method, the level of reading comprehension of students who participate in the On-Site Teaching with Technological Mediation methodology – EPMT, in the State of Amazonas, offered by the State Department of Education of Amazonas, through the Centro de Mídias do Estado do Amazonas (Amazonas State Media Center) – CEMEAM, item defined as a psychologist by the teachers and pedagogues who work at CEMEAM. Throughout the course of the research and data collection, the geographical reality and logistics of access to the school environment were taken into account, as they consequently directly interfere with the teaching and learning of this public. In the first stage of collection, 53 students aged between 17 and 47 years old, in the second stage due to several factors (river flooding, work outside the municipality and transportation), only 29 students aged between 18 and 47 years old participated. The materials used were: bibliographic survey, application of sessions with open questions and multiple questions, interviews, behavioral adolescents referring to before - during and after reading, Cloze Test, tabulation of results, Reading Workshop and tabulation of results after reading workshop. In the first stage of applying the Cloze test, 22% of the participants, according to Bormuth's classification (1968), were at the FRUSTRATION level, indicating that the reader was able to extract some information from the reading and, consequently, had little success in understanding. After the first diagnosis, pedagogical actions were designed with the aim of developing actions based on the results of applying the Cloze test. The elaboration of a Reading Workshop was more viable for us respecting the geographic reality that involved the study, the results after the execution of the Workshop indicated that no participant was at the FRUSTRATION level. We noticed that the results from the application of the Cloze test and tabulation of data, enables the mediator of the action, develops specific activities in the identified investigator(s) that directly resulted in the reading comprehension of the participants, the results were promising for continuity of future actions.
En tout au long de la recherche et de la collecte des données, la réalité géographique et toute la logistique d’accès au milieu scolaire a été prise en considération, en conséquence, tout interfère directement dans l’enseignement éducatif de ce public. Ont été évalués dans la première étape de la collecte 53 étudiants agé entre 18 et 47 ans, dans la deuxiéme étape pour plusieures facteures (inondations de la rivière, travailler a l'extérieure de la commune et transport ), seulement 29 étudiants agé entre 18 et 47 ans o t participé . Les matérieux utilisés étaient: L'enquête bibliographique, application des questionnaires avec questions ouvertes et à choix multiples, entretiens, questionnaires comportementeaux faisant reférénce à avant- pendant et aprés lecture, Test cloze, tabulation des résultats, Atelier de lecture et tabulation des résultats aprés atelier de lecture. Dans la première étape de l'application du Test Cloze, 22% des participants selon le classement de Bormuth (1968), il se trouve au niveau FRUSTATION, indiquant que le lecteur a pu extraire peu d'informations de la lecture et par conséquence, a eu peu de succès dans la comprehénsion. Aprés le premier diagnostic, des actions pédagogique on été développés visant à élaborer des actions basées sur résultats de ala aplication du Test Cloze. La réalisation d'un Atelier de Lecture, étaient plus viable pour nous en respectant la réalité géographique qu'impliqué l'étude, les résultats aprés éxecution du Atelier nous a indiqué qui aucun participant n'était au niveau FRUSTATION. Nous avons remarqué qui les résultats, avec l'utilisation l'application du Test Cloze et Tabulation des données, permet au médiateur de l'action, développer activités ponctuelles dans les fragilités détectés qui touchent directement la compréhension écrite des participants, les résultats se sont révélés prometteures pour la continuité des futures actions.
The general objective of this thesis is to evaluate, through the Cloze Method, the level of reading comprehension of students who participate in the On-Site Teaching with Technological Mediation methodology – EPMT, in the State of Amazonas, offered by the State Department of Education of Amazonas, through the Centro de Mídias do Estado do Amazonas (Amazonas State Media Center) – CEMEAM, item defined as a psychologist by the teachers and pedagogues who work at CEMEAM. Throughout the course of the research and data collection, the geographical reality and logistics of access to the school environment were taken into account, as they consequently directly interfere with the teaching and learning of this public. In the first stage of collection, 53 students aged between 17 and 47 years old, in the second stage due to several factors (river flooding, work outside the municipality and transportation), only 29 students aged between 18 and 47 years old participated. The materials used were: bibliographic survey, application of sessions with open questions and multiple questions, interviews, behavioral adolescents referring to before - during and after reading, Cloze Test, tabulation of results, Reading Workshop and tabulation of results after reading workshop. In the first stage of applying the Cloze test, 22% of the participants, according to Bormuth's classification (1968), were at the FRUSTRATION level, indicating that the reader was able to extract some information from the reading and, consequently, had little success in understanding. After the first diagnosis, pedagogical actions were designed with the aim of developing actions based on the results of applying the Cloze test. The elaboration of a Reading Workshop was more viable for us respecting the geographic reality that involved the study, the results after the execution of the Workshop indicated that no participant was at the FRUSTRATION level. We noticed that the results from the application of the Cloze test and tabulation of data, enables the mediator of the action, develops specific activities in the identified investigator(s) that directly resulted in the reading comprehension of the participants, the results were promising for continuity of future actions.
En tout au long de la recherche et de la collecte des données, la réalité géographique et toute la logistique d’accès au milieu scolaire a été prise en considération, en conséquence, tout interfère directement dans l’enseignement éducatif de ce public. Ont été évalués dans la première étape de la collecte 53 étudiants agé entre 18 et 47 ans, dans la deuxiéme étape pour plusieures facteures (inondations de la rivière, travailler a l'extérieure de la commune et transport ), seulement 29 étudiants agé entre 18 et 47 ans o t participé . Les matérieux utilisés étaient: L'enquête bibliographique, application des questionnaires avec questions ouvertes et à choix multiples, entretiens, questionnaires comportementeaux faisant reférénce à avant- pendant et aprés lecture, Test cloze, tabulation des résultats, Atelier de lecture et tabulation des résultats aprés atelier de lecture. Dans la première étape de l'application du Test Cloze, 22% des participants selon le classement de Bormuth (1968), il se trouve au niveau FRUSTATION, indiquant que le lecteur a pu extraire peu d'informations de la lecture et par conséquence, a eu peu de succès dans la comprehénsion. Aprés le premier diagnostic, des actions pédagogique on été développés visant à élaborer des actions basées sur résultats de ala aplication du Test Cloze. La réalisation d'un Atelier de Lecture, étaient plus viable pour nous en respectant la réalité géographique qu'impliqué l'étude, les résultats aprés éxecution du Atelier nous a indiqué qui aucun participant n'était au niveau FRUSTATION. Nous avons remarqué qui les résultats, avec l'utilisation l'application du Test Cloze et Tabulation des données, permet au médiateur de l'action, développer activités ponctuelles dans les fragilités détectés qui touchent directement la compréhension écrite des participants, les résultats se sont révélés prometteures pour la continuité des futures actions.
Description
Keywords
Método Cloze Compreensão leitora Ensino mediado Cloze method Reading comprehension Intermediate teaching Méthode Cloze Compréhension écrite Enseignement médiatisé