Letramento no ensino médio: resultado de testes com alunos do 3º ano

Abstract

This article discusses the literacy levels of 3rd year high school students from a public school in Ipiranga - PI, based on literacy tests and the theoretical contributions of Soares (2012), Mortatti (2004), Sousa, Corti and Mendonça (2012) ), Bunzen and Mendonça (2006) and Matêncio (1994). Questionnaires were applied to the teachers to verify their conceptions of literacy and some tests were applied to the students to check the levels of literacy. The results have showed that (a) teachers recognize the ways of developing the literacy of students, but their teaching practices are still focused on the appropriation of decontextualized linguistic signs and (b) students present a satisfactory performance in reading information present on the textual surface, which corresponds to a basic and intermediate level of literacy, but they have difficulties in establishing a relation of meaning between the text and the broad context, by knowledge accumulated.