Relações entre o desempenho escolar em leitura e a aprendizagem de ciências : um estudo com alunos do ensino fundamental

Abstract

In Brazil systems that assess the quality of science teaching are few. The Evaluation System of School Performance of the State of São Paulo ( SARESP ) for example, meets this requirement and in 2013 the National Institute for Educational Studies Teixeira ( INEP ) also applied evidence of Sciences through the Evaluation System (SAEB ). The objective of this study is to describe and analyze the performance of a sample of students in Natural Sciences and Portuguese of South, Northeast and Midwest regions focusing on conceptions of scientific literacy in order to understand the possible relationship between performance in Language Portuguese and Sciences. In the second half of 2012 students participated in a pilot assessment coordinated by the project participants, called Inclusive School Performance in Multidisciplinary Perspective. This research examined the performance of 208 students from Year 2 and 5 elementary school who participated in this evaluation. It was found that in Portuguese students performed better on questions related to decoding, while the performance for reading comprehension in general is presented below first. In science, the issues associated with the utterance texts had lower percentages of correct answers in the 5th year, while in the second, the same was not observed. It is concluded that the low performance of students in matters that required the reading of texts in the pilot test, was related to the level of skill in reading. There is still a lot to discuss about the importance of reading in the learning sciences and other discussions can be effected in order to contribute to improving the quality of education desired.