Diários reflexivos e representações de um professor sobre seu processo ensino-avaliação-aprendizagem

• Ano de defesa: 2017
• Autor(a) principal: Santos, Rodrigo de Andrade Sá
• Tipo de documento: Dissertação
• 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; Língua inglesa; Professores de inglês; Autoavaliação; Diário reflexivo; Ensino; Avaliação; Aprendizagem; Self assesssmente; Reflexive journal; Teaching assessment learning; English language; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: https://repositorio.ufu.br/handle/123456789/20905; http://doi.org/10.14393/ufu.di.2017.420

This dissertation aims to investigate how writing reflexive journals may characterize a helpful tool to the teacher in his self-assessment process. The Journals in a total of fifteen (15) were written by me as I based myself on my experiences in an English Language classroom which belongs to a language institute in the state of Minas Gerais in 2016. To guide the research, I established the following research questions: 1. What have been my representations about the teaching-assessment-learning process in the language institute classroom context?, 2. What are the main challenges faced by a teacher like me who is willing to promote self-assessment through reflection in a language institute classroom? To discuss these issues theoretically, I based myself on Perenoud (1999), Fidalgo, (2009), (Celani & Magalhães, 2002), among others. As I had some interest in reflection in the educational environment, I discussed this theme based on Liberali (1999) and Zabalza (2004). About the discussion regarding the theme of formative assessment, I used authors such as Felice (2013) and Luckesi (1995), among other researchers. This research is found within a methodological framework of qualitative research, with interpretive nature. The data were organized into thematic categories based on Bardin (1977). The analyses of the representations made, based on Bronckart (1999), revealed that the reflexive journal may work as an effective self-assessment tool and also of practical didactics improvement. Regarding the analysis, it was possible to realize the positive effects, through my reflexions about my practices, having as basis my relationship with the students and through the methodological approaches chosen and evidenced on my journals. Therefore, the reflexive journal has contributed to my pedagogical practice, because, as I wrote and read my own journals, I reflected about facts that I possibly may not had noticed otherwise.