Banca de DEFESA: MARIA EDUARDA LINS DE LIMA

MULTIMODAL TEXTS IN THE DIAGNOSTIC ASSESSMENT OF READING OF 2nd YEAR ELEMENTARY SCHOOL STUDENTS

Reading assessment; Multimodal texts; Multiliteracies; Teacher training.

In view of the exponential technological advance, behavioral changes have been observed in the most recent generations in relation to the use of Information and Communication Technologies, especially with the advent of digital technologies, so that it is necessary for society to understand the changes in its structure, so that it can adapt to the needs of individuals and, in addition, manage to progress in the face of the rise of digital culture. Thus, within the educational scope, it is possible to understand that the incorporation of digital culture in educational processes is essential, particularly in assessment activities that aim to diagnose the reading level of students. Therefore, the main objective of this work was to analyze the use of multimodal texts in the process of diagnostic reading evaluation. From the dimension of this study, we raised the themes that underlie this work, which are: reading (SOARES, 2002; SOARES, 2019; SANTAELLA, 2004, SANTAELLA, 2013) linked to the concept of multiliteracies (ROJO, 2012), understanding that complement each other. In addition, we seek to verify the concept of evaluation (ESTEBAN, 2010; FERNANDES 2010; FREIRE, 1989), in addition to the concept of multimodal texts (ROJO, 2017). Regarding the research approach, we emphasize that two types were applied, qualitative (MINAYO, 2012), since it implies an experience with active subjects in the process. In addition to the qualitative nature, we understand that the aforementioned investigation had a relational nature (SOUZA, 2021). With regard to the type of research, we had two types: collaborative research, referring to technical procedures and explanatory research, regarding the objectives, since we aim to explain how multimodal texts can improve the process of diagnostic reading evaluation. It was concluded that the type of text influences the evaluation process, as well as making it more fluid and enjoyable. In addition, it can be seen that multimodal texts are immersed within this school culture and that the reframing of the evaluation process must be continuous. In addition, it was possible to reframe the evaluation format, in order to have the process improved, taking full advantage of the contact with the student. Finally, a new evaluative rubric was created in order to assess, in a more complete way, the level of reading and comprehension of the students.