Incidências da autoavaliação discente na prática de uma professora de língua francesa: um processo reflexivo

• Ano de defesa: 2018
• Autor(a) principal: Kuhn, Lara Brenda Campos Teixeira
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Estudos Linguísticos
• Palavras-chave em Português: Linguística Aplicada; Applied linguistics; Autoavaliação; Self-assessment; Interacionismo Sociodiscursivo; Sociodiscursive Interactionism; Prática Crítica Reflexiva; Reflective Critical Practice; Ensino e Aprendizagem de Línguas; Language Teaching and Learning; Representações; Representations; Linguística; Moraes Filho; Waldenor Barros; Universidade Federal de Uberlândia; Pós- Graduação em Estudos Linguísticos; Título; CNPQ::LINGUISTICA, LETRAS E ARTES
• Link de acesso: https://repositorio.ufu.br/handle/123456789/27036; http://dx.doi.org/10.14393/ufu.te.2019.2252

This thesis was developed in the scope of Applied Linguistics with the objective of investigating the incidences of student self-assessment on my practice from the representations constructed by the students. The theoretical foundation is supported by Sociodiscursive Interactionism, according to Bronckart (1985, 1999, 2006, 2008), representations according to Felice (2005); evaluation and self-assessment according to Hadji (1997, 2001, 2008); Luckesi (1998, 2000, 2002); Perrenoud (1998); Martinez (2001), Hoffmann (1996) and Tyler (1981) and reflective practice according to Alarcão (1996, 2004, 2015), Magalhães (2001), Nóvoa (1992), Shön (1992) and Tardif (2007). The research context was french language classes at a Language Center of a Teaching Federal Institution. The corpus was composed by student self-assessment texts, reflective diaries produced by me, and transcripts of a group interview. It was an intervention research in which I tried to problematize the systematic movement between acting in the field of teaching practice and investigating about it in search of transformations for language teaching and learning. The main results of this research point out, firstly, that the representations constructed by the students challenged me to re-evaluate the functioning of teaching and the operation of learning french language in that context, so I had the possibility to rethink my roles regarding the teaching method, contents and the relationships between peers in the classroom. Secondly, by contrasting the two instances of analysis - student self-assessment texts and reflective diaries - I better understood the incidence of student self-assessment in the process of deconstruction and reconstruction of my teaching identity. Finally, through the incidence of self-assessment, in that practice, it was possible to revisit language teaching process through students' voices, to decentralize the vertical power of the teacher-student relationship and to better understand that language teaching is not a neutral activity, but a politicized practice permeated by ideological values.