Habilidades de leitura requeridas no vestibular da Universidade Federal do Paraná: entre o proposto nos PCNS e o exigido no exame

Abstract

The importance acquired by vestibular (university entrance examinations) draws attention to the skills required from the candidates who take the exam. The present study aims to identify the reading skills required by the Federal University of Paraná in its Reading and Writing examination. Also, it investigates the underlying conceptions of reading in the tests, in order to compare the PCN propositions to the requirements on the tests in relation to reading proficiency. The corpus analyzed is composed of a triennium of tests, which sums up to fifteen writing propositions. To establish theoretical reflections that support data analysis, Kleiman’s (2004a, 2004b, 2012), Jurado & Rojo’s (2006) and Rojo’s (2009) studies are of fundamental importance, once they deal with reading within the socio-interactionist perspective. It is expected that this research will broaden the discussion about the relationship between what is proposed in the official documents on the teaching of reading and the effective use of this knowledge in evaluations.