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2022-12-15T21:42:59Z2022-12-15T21:42:59Z2019-12-27132628501982-291Xhttp://hdl.handle.net/1843/48078http://orcid.org/0000-0003-3190-7329https://orcid.org/0000-0003-3706-4860O ensino de línguas no Brasil vem sendo influenciado pelas teorias do Letramento Crítico (LC), especialmente desde a publicação das Orientações Curriculares para o Ensino Médio (BRASIL, 2006). Da mesma forma, tais teorias também influenciaram a pesquisa sobre ensino, porém, a área de avaliação não seguiu o mesmo caminho. Dado o papel desempenhado pelas avaliações em contextos sociais e políticos (SHOHAMY, 2004), este trabalho discute a possibilidade de elaboração de avaliações dos processos de ensino e aprendizado de língua inglesa pela perspectiva do LC. Primeiramente, são discutidos aspectos importantes relacionados às teorias do LC (CERVETTI; PARDALES; DAMICO, 2001; McLAUGHLIN; DeVOOGD, 2004; MONTE MÓR, 2009) e pertinentes à área de avaliação (HUGHES, 1989; ALDERSON; BENERJEE, 2002; BROWN, 2004; SCARAMUCCI, 2011). Em seguida, fazemos uma análise descritiva de um teste escrito guiado pela perspectiva crítica, utilizada durante as propostas do curso em que o teste se insere. Concluímos a favor da possibilidade de testes que consideram a língua como uso situado e adotem uma perspectiva para a reconstrução, justiça social (HAWKINGS, 2011; MATTOS, 2014) e para a formação cidadã (VETTER, 2008).Language teaching in Brazil has been influenced by Critical Literacy (CL) theories, especially after the publication of the National Curriculum Guidelines for High School Teaching (BRASIL, 2006). Such theories have also influenced research on teaching. However, the area of evaluation have not follow the same path. Given the role played by assessment in social and political contexts (SHOHAMY, 2004), this paper discusses the possibility of developing assessment of the English language teaching and learning processes from the perspective of CL. Firstly, important aspects related to the theories of CL (CERVETTI; PARDALES; DAMICO, 2001; McLAUGHLIN; DeVOOGD, 2004; MONTE MÓR, 2009) and pertinent to the evaluation area (HUGHES, 1989; ALDERSON; BENERJEE, 2002; BROWN, 2004; SCARAMUCCI, 2011) are discussed. Then, we make a descriptive analysis of a written test guided by the critical perspective, implemented during the language course in which the test was inserted. We conclude in favor of the possibility of tests that consider language as situated usage and adopt a perspective for reconstruction, social justice (HAWKINGS, 2011; MATTOS, 2014) and citizenship education (VETTER, 2008).porUniversidade Federal de Minas GeraisUFMGBrasilFALE - FACULDADE DE LETRAS(Con)Textos LinguísticosLingüísticaLetramentoProfessores - formaçãoLinguagem e línguas - Estudo e ensinoEnsino de línguasAvaliaçãoLetramento CríticoFormação de professoresLetramento crítico e avaliação nas aulas de inglês: possibilidades para integraçãoCritical literacy and assessment in English classes: integration' possibilitiesinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articlehttps://periodicos.ufes.br/contextoslinguisticos/article/view/27518Andréa Machado de Almeida MattosLilian Aparecida Vimieiro Pascoalapplication/pdfinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMGinstname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGLICENSELicense.txtLicense.txttext/plain; charset=utf-82042https://repositorio.ufmg.br/bitstream/1843/48078/1/License.txtfa505098d172de0bc8864fc1287ffe22MD51ORIGINALLetramento critico e avaliacao nas aulas de ingles possibilidades para integracao.pdfLetramento critico e avaliacao nas aulas de ingles possibilidades para integracao.pdfapplication/pdf594359https://repositorio.ufmg.br/bitstream/1843/48078/2/Letramento%20critico%20e%20avaliacao%20nas%20aulas%20de%20ingles%20possibilidades%20para%20integracao.pdf40cb3225e362e069a06165e44d617daaMD521843/480782022-12-15 18:43:00.029oai:repositorio.ufmg.br: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Repositório InstitucionalPUBhttps://repositorio.ufmg.br/oaiopendoar:2022-12-15T21:43Repositório Institucional da UFMG - Universidade Federal de Minas Gerais (UFMG)false
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