As contribuições da semântica nas formações docentes para o sistema nacional de avaliação da educação básica (saeb) nas escolas municipais de São João dos Patos/MA

Abstract

This study stems from our concern as Portuguese language teachers, especially regarding training for the Basic Education Assessment System (Saeb). Since its inception, Saeb has been a crucial tool for systematically evaluating basic education in Brazil. The test primarily focuses on reading comprehension, and this assessment significantly influences various school decisions and practices. Our extensive classroom experience has highlighted the diverse challenges teachers face in preparing students for this type of evaluation. Given this problem, the main objective of this research is to investigate the contribution of semantic studies to teacher training to improve the teaching of reading and textual interpretation for the Saeb exam. Our specific objectives include conducting an investigative study of Lexical Semantics approaches in the Portuguese language descriptors for the ninth grade, exploring how semantics influences the interpretation of sentences and texts, and developing a didactic proposal based

on Lexical Semantics approaches. This proposal will be applied in training sessions for ninth- grade elementary school teachers, informed by an analysis of selected research materials.

Considering that the study of Lexical Semantics in the classroom provides students with a deeper understanding of how words acquire meaning and how that meaning varies by context, we hypothesize that integrating training focused on lexical semantics into Portuguese language instruction can significantly enhance student preparedness for large-scale assessments. This qualitative research employs a documentary, descriptive-interpretive methodology with a bibliographic focus. Our main theoretical framework draws on studies by Ilari and Geraldi (2005), Ferrarezi Jr (2008), Castilho (2010), Biderman (2001), Müller and Viotti (2003), and for lexical relations, we delve into the works of Lyons (1979), Escarpinete and Ferraz (2015), Souza, among others. Our corpus consists of eight questions exploring Lexical Semantics approaches in mock exams developed by the Municipal Department of Education of São João dos Patos-MA. Data analysis of these materials revealed that Lexical Semantics plays a fundamental role in Portuguese language teaching by providing teachers with theoretical and methodological support that enhances student preparation for Saeb, developing their textual interpretation, cohesion, and coherence skills. With this research, we hope to not only affirm the importance of lexical semantics studies in classrooms but also propose an approach that integrates these studies into teacher training programs.