Avaliações escritas de língua inglesa em contextos de extensão e formação de professores: possíveis relações com letramento crítico

• Ano de defesa: 2018
• Autor(a) principal: Lilian Aparecida Vimieiro Pascoal
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: ação extensionista; testes escritos; formação de professores; avaliação em língua inglesa; letramento crítico; Língua inglesa Métodos de ensino; Língua inglesa Estudo e ensino Falantes estrangeiros; Letramento; Professores de inglês Formação
• Link de acesso: http://hdl.handle.net/1843/LETR-AYNSVK

This research investigated written tests produced by pre-service teachers, trainees in an extra-mural program of a public university in Minas Gerais that offers language courses for the community in its surroundings. The main objective of this research was to study the possibility of written tests being included in a teaching process that uses the perspective of critical literacy (CL). In addition, the research had as specific objectives the tests description and analysis and the understanding of participants experiences. Hence, this research used the qualitative approach for data collection and analysis, for its naturalistic, descriptive, procedural, contextual and inductive traces. Firstly, the introductory chapter explains the relevance of this research by pointing out the need for a link between the teaching and learning process based on governmental laws and guidelines and the evaluative practices that are part of this process. Furthermore, this study presents a review of the main theories underlying the assessment in foreign language contexts, discussing its main features, thus enabling the observation of the test as an assessment tool and the principles that guide it, such as validity, reliability, practicality, authenticity, and washback effect, and the performances that can be tested in each language skill (BROWN, 2004). Moreover, this research uses the perspective of teaching based on literacy, which stimulates citizen preparation to act in social practices, and CL, which observes that these practices are imbued with ideologies and power relations. In the subsequent chapter, the documentary research is described as the methodology used in this study, according to which the tests were taken as documents that are part of the context in which they were created and of the actions with which they are linked (COHEN; MANION; MORRISON, 2007). Thus, questionnaires were applied to learn about the tests context, and the experiences, voices and views of those who built them. The results of this research revealed the possibility of the inclusion of the test in a process based on CL, the participants position regarding this possibility and their own pre-service experiences. Finally, the concluding chapter reflects on the results and implications of this study, alluding to the themes addressed in the previous chapters and to the analyzes, particularly the preparation of tests and teacher education.