As provas de espanhol dos vestibulares da UEL, da UEM e UFPR : capacidade de linguagem e outros conhecimentos exigidos

AUTOR(ES)
DATA DE PUBLICAÇÃO

2007

RESUMO

Since the publishing of the ?National Curriculum Parameter? documents (Parâmetros Curriculares Nacionais) for Elementary and High School, most Brazilian assessing examinations from public universities and colleges started evaluating students? foreign language knowledge ? including Spanish language ? through reading. Although this language is not part of the syllabus of most schools of Paraná state, it is common that the examination programs inform there will be the evaluation concerning the foreign language knowledge according to that knowledge provided by the high school syllabus. In a way, it presumes that the Spanish examinations format points out the knowledge that the undergraduate institutions stands as adequate to this teaching level. Furthermore, the assessing examination is a selective process being a landmark for the student leaving the high school level to an undergraduate program, condition in which the undergraduate institutions understand that this knowledge is utterly important concerning their programs. Considering these points of view, the main goal of this research is the analysis of the three major universities Spanish assessing examinations from the state of Paraná most required by students from Londrina (UEL, UEM and UFPR), observing the types of reading and which kinds of knowledge were prioritized by these public institutions between 2003 and 2006. In order to reach this objective, based on the theoretical and methodological concepts of the sociodiscursive interactionism (BRONCKART, 2003; 2006), the definitions of language capacities were used (DOLZ; PASQUIER; BRONCKART, 1993; DOLZ; SCHNEWLY, 1998; 2004), once these three capacities orders ? action, discursive and linguistic-discursive capacities ? permitted a detailed look upon the knowledge types that should be mobilized in order to answer the questions. At this scope, the examination analysis provided a broad data base, enabling us verify ? in a qualitative and quantitative approach ? (1) which language capacities were prevailed, (2) which other knowledge types were demanded, (3) whether or not there were any relationship among the textual genres present on the examinations and the questions that requested more capacities and (4) whether or not there was coherence between the text from the program and what in fact is evaluated by the public institutions. Such information reveals the kind of knowledge privileged by each institution and how that was assessed by means of reading.

ASSUNTO(S)

spanish language - study and teaching provas de espanhol - vestibular - universidade. spanish language - entrance and requirements. língua espanhola - estudo e ensino

ACESSO AO ARTIGO

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