Concepção de avaliação e análise linguística no ensino e aprendizagem de língua portuguesa
This work is inserted within research activities of the Grupo de Estudos em Linguística Aplicada (GRUPLA) of the Academic Department of Language and Communication (DALIC). Therefore, this study is located within Applied Linguistics field and it aims to analyze the conceptions about evaluation and li...
| Autor principal: | Prolico, Silmara da Silva Cristino |
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| Formato: | Trabalho de Conclusão de Curso (Graduação) |
| Idioma: | Português |
| Publicado em: |
Universidade Tecnológica Federal do Paraná
2020
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| Assuntos: | |
| Acesso em linha: |
http://repositorio.utfpr.edu.br/jspui/handle/1/8928 |
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| Resumo: |
This work is inserted within research activities of the Grupo de Estudos em Linguística Aplicada (GRUPLA) of the Academic Department of Language and Communication (DALIC). Therefore, this study is located within Applied Linguistics field and it aims to analyze the conceptions about evaluation and linguistic analysis that come from the teaching/learning practices of Portuguese language. Data is collected through questionnaires and evaluation instruments - sample written tests, respectively, answered and elaborated by two Portuguese language teachers from primary education at public schools. On one hand, data analysis reveals that teachers are able to distinguish between practice of linguistic analysis and traditional grammar. On the other hand, the analyses of sample written tests disclose that one of the teachers may take on a more conservative stance when it comes to explore the aspects of language; the other teacher seems to be closer to what has been methodologically proposed by the practice of linguistic analysis. Regarding evaluation concepts, teachers explain the questionnaire responses in accordance with formative assessment paradigm in which articulates two inseparable process: to investigate and intervene as stated by Luckesi (2011). Besides that, the analysis of the evaluation instrument composition did not match the conception of evaluation as questioning, reflecting, proposed by Hoffmann (2014). Given such fact, the questions proposed in the instruments do not sufficiently stimulate the ability to reflect in students. |
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