Avaliação de leitura em espanhol língua estrangeira: das concepções dos professores à prática

• Ano de defesa: 2020
• Autor(a) principal: Silva, Alessandra Gomes da
• Orientador(a): Yokota, Rosa
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos; Câmpus São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação em Linguística - PPGL
• Palavras-chave em Português: Avaliação; Espanhol Língua Estrangeira; Leitura
• Palavras-chave em Inglês: Assessment; Spanish as a Foreign Language; Reading
• Palavras-chave em Espanhol: Evaluación; Español Lengua Extranjera; Lectura
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUAS ESTRANGEIRAS MODERNAS; LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA
• Link de acesso: https://repositorio.ufscar.br/handle/ufscar/12811

Learning assessment, althougth studied in academia, is still a controversial element in the educational field. While it is rejected by students and teachers, it is valued within the education system (SCARAMUCCI, 1999). Inherent in teaching and learning processes, assessment assumes different functions within the school sphere (ÁLVAREZ MÉNDEZ, 2002), among which the apprenticeship diagnosis stage that guides decision-making stands out (SCARAMUCCI, 1999). However, it is known that assessment is never neutral, as it will always carry, albeit implicitly, theoretical views and assumptions of the teacher and / or the educational institution. Foreign language teaching (especially the development of reading competence) gains relevance for the exercise of citizenship, since it expands the possibilities of interpreting the world of learners (JORDÃO, 2004). It is up to the school, therefore, as one of the main agents of teaching, to foster the development of reading competence in a foreign language in which learning assessment is an essential tool. Considering that evaluation carries different views and theoretical assumptions and that it is essential to be understood what language and reading means in foreign language reading assessment, this research aims to verify the way nine teachers of Spanish as a foreign language (SFL) conceive reading assessment and how these evaluations take place in practice. In view of the qualitative nature of this research, four instruments were used for data collection: questionnaire (with open, closed and related questions), semi-structured interview, document analysis (from the reading assessments provided by the participants) in addition to the researcher’s field notes. Through these instruments, it was possible to infer the participants’ locus as evaluators and the praxis of their evaluation. Data interpretation shows the strong washback of external exams on learning assessment.