A produção de texto dissertativo-argumentativo no ensino médio: uma abordagem a partir do programa avalie

Abstract

The present work, an ethnographic study case, accomplished at colégio Estadual Nossa Senhora das Graças (Censg), in the city of Araci, state of Bahia, presents the obtained results of a research which aimed to point out the factors that contributed to the dissertative-argumentative texts, produced by students of the above mentioned school, were classified in the intermediate level, by the external evaluation program, named AvalieEnsinoMédio, applied by the State Secretariat of Education. This research was guided by the following research question: the students of Censg do not write dissertative-argumentatives texts accordingly because they do not have the needed writing basic skills or they do not do it just in the context of Avalie? This work had as reference the evaluation applied in this school in 2013, when the students were asked to write a text in the dissertative-argumentative tipology, the results of which pointed to the level III, among five possible writing levels. The theoretical basis of this researchwas the Textual Linguistic theories and the most recent studies about the external evaluation in Brazilian educational milieu. Aimed to search answers to the questioning presented above, they were covered by the following metodological approaches: analysis of documents produced byAvalie; observation of teaching materials produced by teachers and students; application of questionnaires to teachers and students; interview with members of the management team. First, it was made a literature searchto define the concept of text and textuality factors adopted by the program. Then, the students´ performances were analyzed at Avalie and Enem, comparing the results of students who participated in both surveys. Also, teachers of class diary and students' report cards, grades were observedin order to understand if, theoretically, the students were prepared to produce the type of text required. Later on, some teachers and pupils, in a sample form, answered questionnaires about AvalieEnsinoMédio, with the goal of hecking how the students faced the evaluation, mostly, if the level of motivation that had to write in the context of the a external evaluation. Besides, the questionnaires presented questions relating to the text practices at school, the pedagogical structure of the schools and in the possible impacts brought by the application of Avalie in school, among other points. The results have pointed for disabled students when it comes to text production, once it was realized that their performance was similar in both the Avalie and Enem, besides presenting notes in the discipline of Composition that fall on the same level of writing. Analysis of the questionnaires showed that the Avalie was taken seriously by most students, having, however, school failures in the use of program results to map actions to improve the quality of education in the research school.