Made available in DSpace on 2016-04-04T18:32:32Z (GMT). No. of bitstreams: 1 Juliana Ormastroni.pdf: 484601 bytes, checksum: 09f131ffa37657c9885d12f2ed58f3b4 (MD5) Previous issue date: 2006-06-20 / This work, which is insert in Studies in Evaluation research line, has for main goal to evaluate the reading and writing practice lived deeply by the Pedagogy course teachers at an particular institution located in S?o Paulo state countryside. The methodology procedures used were: analysis of the Pedagogical Project of the researched course and application of a questionnaire to a classroom of 41 last-year students of the course. The questionnaire consisted of questions that intended to trace the profile of the people who answered it and questions on developed reading and writing practice in the graduation. The answers had been analyzed around two categories related to the ability of reading and the ability of writing, which has been evidenced several modalities of exercise. The data demonstrate that the reading in the graduation is worked, in the most of the time, by the professor to promote the agreement of the classroom about a text considered previously, reducing the time of debate and reflection on the same. It also evidenced that the methodology most used by the teachers is a didactic form nominated "dynamic reading". In the teachers vision, the reading is considered: culture and knowledge and information source; a way to develop the critical thought and to have fun. About the writing, they demonstrate that it is used in text summaries, in the story of experiences, the evaluation and the register of personal reflections. Frequently, it has return of the written production to teachers with commentaries, notes or specific focus by the professor, inviting them for a rewrite exercise. It was observed, in the teachers answers, concerning with media contents. / Este trabalho, que se insere na linha de pesquisa Estudos em Avalia??o, tem por objetivo avaliar as pr?ticas de leitura e de escrita vivenciadas pelas professorandas do curso de Pedagogia de uma institui??o particular localizada no interior do estado de S?o Paulo. Os procedimentos metodol?gicos utilizados foram: an?lise do Projeto Pedag?gico do curso pesquisado e aplica??o de um question?rio a uma classe de 41 ultimanistas do curso. O question?rio constou de perguntas que visavam tra?ar o perfil dos respondentes e de perguntas sobre as pr?ticas de leitura e escrita desenvolvidas na gradua??o. As respostas foram analisadas em torno de duas categorias relativas ? habilidade de leitura e ? habilidade de escrita, das quais foram constatadas v?rias modalidades de exerc?cio. Os dados demonstram que a leitura, na gradua??o, ? trabalhada, na maioria das vezes pelo professor, para promover o entendimento da classe acerca de um texto proposto anteriormente, reduzindo o tempo de debate e reflex?o sobre o mesmo. Constatou-se tamb?m que a metodologia mais empregada pelos professores ? uma forma did?tica nomeada leitura din?mica . Na vis?o das professorandas, a leitura ? considerada: fonte de informa??o, de conhecimento e de cultura; meio para desenvolverem o pensamento cr?tico e meio para se divertirem. Quanto ? escrita, revelam que ? empregada em resumos de textos, no relato de experi?ncias, na avalia??o e no registro de reflex?es pessoais. Freq?entemente, h? retorno da produ??o escrita ?s professorandas com coment?rios, notas ou direcionamentos espec?ficos apostos pelo professor, convidando-as a um exerc?cio de reescrita. Observou-se, nas respostas das professorandas, preocupa??o com os conte?dos da m?dia.