A especificidade lexical nos comandos avaliativos: uma proposta para ampliação vocabula

Abstract

The main theme of this Thesis is the lexical specificity of the statements in the school tests commands. Because of that the investigation aimed at offering teachers at a given State School in Montes Claros Minas Gerais information to the elaboration of items and questions with clear and accessible commands at the minimum expected vocabulary level of students. The theme is justified by the fact that students are often mistaken when misinterpreting terms in the commands of school assessments, what leads them to errors that result in negative grades in their assessments. To achieve the desired purposes, the methodology used included bibliographic, documentary, qualitative research and action research. These last two were developed through the application of semi-structured questionnaires and the realization of short courses with theoretical-practical procedures to fill the gap left by undergraduate courses in relation to the knowledge of the léxicon specialized language used in the commands of evaluative activities. It is also suggested the use of dictionaries during classes. In bibliographic research, among others, the theories of Terminology and specialized language, the Lexicon, its possibilities and semantic-discursive values, Lexicography and pedagogical Lexicography were investigated, in addition to discussing the scenario of one of the six elements of Didactics, the Evaluation process, both systematic, applied at school, and systemic, governamental national tests also called “large scale” or “external evaluation”, the latter approached through documentary research. As academic productions, besides offering short courses to the professors participating in the research, this work extended those courses to the M.A students of PPGMPLetras and to the undergraduate students of the Letters Course at the State University of Montes Claros/Januária. The research results pointed to the participants´ solid success in elaborating the items and the evaluation questions, and also in adapting their structure as well as the specific linguistic aspects that make up these evaluation tools.