Concepções da professora de língua inglesa na avaliação

• Autor(a) principal: Yano, Elane Costa
• Data de Publicação: 2016
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/33938
• topic: CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUAS ESTRANGEIRAS MODERNAS; Ensino de línguas; Instrumento avaliativo; Avaliação da aprendizagem em língua inglesa; Teorias do letramento; Teaching languages; Evaluation tool; Evaluation of English learning; Literacy theory

This present study is the analysis of the conceptions of an English teacher’s evaluation tool, who teaches a State High School in São Paulo, through the investigation of the purposes of the questions used in the evaluation. This is a qualitative-interpretative research (Duboc, 2007) because it is focused on the analysis of the language used in the evaluation (Rizzini; Castro: Sartor, 1999, p. 266), that is, it identifies the implicit or explicit conceptions in the questions used and confronts them with the literacy theory. The research questions are: (a) How does the teacher develop the English language evaluation instrument of learning? (b) How do the evaluation tools reveal the teacher’s evaluation theories? The research reveals that the teacher has some implicit conceptions of evaluation as a measuring tool and it is based in a stable view of language, according Saussure (1966), and therefore it is considered as inert, immutable and abstract. An exam which disrupts with the conceptions of language constructed by a living language, that in compliance with the speech philosopher, Bakhtin (1981), is a process in change, centered in social life and in experiences of the historical subject