A proficiência em leitura na educação básica no Brasil e em Portugal: uma análi- se comparativa com base nos resultados do Programa Internacional de Avaliação de Estudantes
Fecha
2022Autor
FIGUEIREDO, Nara Cláudia Alvoredo da Cruz
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This study discusses the comparative visualization of the performance of Brazilian and
Portuguese students in reading literacy in PISA assessments. The two countries operate
the results as instruments for measuring educational quality. Between 2009 and 2018 we
considered the time frame in this investigation. The research aimed to analyze the
relationship between the PISA results in reading literacy in Brazil and Portugal, with the
processes of educational improvements related to reading, in these countries. Data
collection, in Brazil, covered consultations available on public portals, from Inep
(official PISA reports), from QEdu Redes (Brazil), on the website of the School Census,
the Federal Constitution of 1988, IBGE, LDB/96 , the PNE/2014 and in Portugal, the
Ministry of Education and Science, the IAVE (official PISA reports), the OECD and
others. It is an exploratory research (Gil, 2002), with bibliographical methodology.
Theoretically, to reflect on reading and its different conceptions, we rely on Koch
(2009), Elias (2009), Marcuschi (2008), Pelandré (2005), Carvalho (2011), Ferreiro
(2010), Solé (1998) , Kleiman (2000; 2003), Geraldi (1997; 2006), Freire (2003), Soares
(2008; 2009) and others. The option for the comparative method is justified because
comparative education promotes an evaluative and prospective nature, favoring a more
efficient identification in comparison of objects (Ferreira, 2008). We found that both
Brazil and Portugal advanced in the scoring of reading scores in 2009 and 2018. We
evidenced that the results of the last PISA, in Brazil, half of the evaluated students still
did not reach the basics for reading comprehension, about 50% are in the level 2 of the
reference matrix and in Portugal, 80% of students reach at least level 2 and with clear
advances towards level 3. Brazil's reading score in this cycle reached 413 points,
remaining below the students' score of the OECD with 487, presenting a difference of
74 points. Portugal obtained 492 points, surpassing the OECD students' score by 5
points. It was concluded that Brazilian public policies and PISA results have a fragile
relationship with the improvement of Education; Public policies in Portugal have
contributed to educational qualification. Further studies of comparative analyzes
between countries participating in PISA on student performance in reading are
suggested.