Avaliação em língua inglesa com crianças na Educação Infantil: a participação no processo avaliativo

• Ano de defesa: 2024
• Autor(a) principal: Lucena, Priscilla Pina de
• Orientador(a): Moraes, Rita de Cássia Barbirato Thomaz de
• 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 em língua estrangeira; Educação infantil; Participação em avaliação em língua inglesa
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/21014

This qualitative interpretive collaborative ethnographic-based research investigated the participation of 5-year-old children during the writing of the English language assessment report in a private school in the city of São Paulo. We investigated 1) how children can participate in their English learning assessment process when the instrument is the class assessment report; 2) what challenges arise for the educator and for the children regarding this participation. Firstly, we analyzed official Brazilian educational documents to understand what is expected at this school stage. Next, we researched the conception of childhood and children to understand how their participation and rights were achieved. It was also important to conceptualize our understanding of participation. After this initial analysis of issues related to childhood, we researched theories about assessment in Early Childhood Education to understand the assessment scenario in Brazilian schools. Furthermore, we presented questions related to language teaching for children and English language assessment with children. The method used to study these issues with children was participant observation, and the data collection instruments included class observation, audio recording, field diary, interview, questionnaire, teacher planning, and school pedagogical project. Data triangulation led to results that showed us that children can participate in the assessment process by singing, gesturing, remembering situations, and adding information.