Avaliação como possibilidade transformativa: (re)pensando a avaliação no ensino-aprendizagem de língua espanhola

• Ano de defesa: 2019
• Autor(a) principal: Araújo, Welma Júlia Santos de Lima
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Alagoas; Brasil; Programa de Pós-Graduação em Linguística e Literatura; UFAL
• Palavras-chave em Português: Línguas estrangeiras – Estudo e ensino; Língua estrangeira – Agente transformador; Língua espanhola – Ensino e aprendizagem; Lenguas extranjero - Estudio y enseñanza; Lenguas extranjero - Agente transformador; Lengua Española - Enseñanza y Aprendizaje; Foreign Languages - Study and Teaching; Foreign Languages - Transformative agent; Spanish Language - Teaching and Learning; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: http://www.repositorio.ufal.br/handle/riufal/6340

This thesis aimed to reflect on the evaluative processes in the context of teaching-learning of Spanish language. This research was motivated by my experiences as a Spanish language teacher in higher education, when I questioned my own way of evaluating. After this moment of reflection on my teaching practice, I searched in other contexts as the evaluation process took place and the initial proposal was thought only on observation and participation in meetings of the Institutional Program for Teaching Initiation Scholarships (Pibid) - Letras Inglês /Espanhol - UFAL, focusing on a group of four Spanish students. The data come from reflective diaries produced by me as well as Pibid's Spanish students, allowing us to think about the evaluation, looking at the teacher education process as a whole, in constant movement of coming and going. It is noteworthy that in the second year of research I had to do a teaching internship (required for doctoral students / Capes) and my experience in this internship became data to the research from the moment I allowed the students of the internship to evaluate my classes. However, persisting in pursuit of the goal set, I realized that the context could not be limited to meetings at Pibid or in my experience of the teaching internship, as these contexts where the meanings of evaluation in language teaching-learning circulate are much broader. Therefore, I observed and analyzed those pertinent to a contemporary view of LE teaching, where language is more than a system of rules, it can make sense-making possible. Namely: the Spanish language evaluations in ENEM 2014-2018, the Spanish language evaluation National Student Performance Exam (ENADE) of the 2017 Language / Spanish course and the evaluation in the Spanish textbooks approved in the National Program of the Textbook (PNLD) 2018. For data analysis I was based on the theories about the senses in the perspective of Bakhtin (2003) that brings us to the concepts of theme and meaning in the language. In addition to the theories around evaluation by Luckesi (2011), Hoffmann (1998) and Saul (1995). Thus, I highlighted the themes that emanated from the data and the new meanings that the evaluation brought me at the moment by my stories as a Spanish language teacher which were confronted and related to all the material analyzed. I believe that researches in this area is still needed to motivate serious reflection on what we do (and in this case, how and why we evaluate), to get out of automatic, always repeating the same acts without asking us the meaning of what we do and if What we do helps students learn and transform their environment and themselves.