Banca de DEFESA: SILVANA LUCIA TEIXEIRA DE AVELAR

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
DISCENTE : SILVANA LUCIA TEIXEIRA DE AVELAR
DATA : 10/12/2019
HORA: 14:00
LOCAL: Sala 330 - Campus 1
TÍTULO:

Feedback enquanto instância da avaliação formativa em uma abordagem de ensino de língua inglesa via gêneros textuais


PALAVRAS-CHAVES:

formative assessment, feedback, teaching and learning of foreign languages, multiliteracies, textual genres


PÁGINAS: 210
GRANDE ÁREA: Lingüística, Letras e Artes
ÁREA: Letras
RESUMO:

This bibliographic research aims mainly at constructing a theoretical framework for the use of feedback as an instantiation of formative assessment in an approach for teaching and learning foreign languages via textual genres. Due to the experience of implementing such an approach in the context of high school technical courses at CEFET-MG, lived by the team of English teachers who work for the Coordination of Foreign Languages area, it was observed that there is a gap in Literature on how to assess textual production within this approach: the pedagogical practice focus on the procedural character of meaning production which naturally demands an assessment practice that privileges the process. Within this textual genre teaching approach, formative assessment, potentialized by feedback, plays a fundamental role in the process of textual genre production, considering the multimodal meaning making in the current world (COPE; KALANTZIS, 1993; 2015; MARTIN, 2009; KALANTZIS; COPE, 2012). Formative assessment puts the students at the center of the learning process, fosters the development of their metacognition and agency, because it takes place intertwined with the learning process, in the collaborative construction of knowledge by means of mediation (LANTOLF, 2000; VYGOTSKY, 1978). Without emphasizing feedback use, process assessment gives place to partial or final product assessment, perpetuating the traditional practice of evaluation for mere promotional purposes, without any retroactive effect to the students' management of their own learning. Specific objectives were established for the construction of the proposed theoretical framework: (1) better understand and justify theoretically the feedback as an instantiation of formative assessment in a teaching and learning approach of foreign languages via textual genres; (2) identify the types of feedback events capable of being used in formative assessment practices during the textual genre productions; and (3) propose ways of using feedback in this formative assessment practice. The chapters were designed to operationalize the established objectives. In Chapter 1, the research problem is introduced, contextualized and its relevance for future research in the area of teaching and learning foreign languages is justified; the objectives as well as the research questions are established to orient the development of the research. In Chapter 2, the conceptualization of formative assessment is investigated in the guidelines for the teaching of foreign languages, present in national official documents created to regulate secondary schooling in Brazil, as well as in the Brazilian academic production directed to the teaching and learning of foreign languages. In Chapter 3, the role of feedback in the mediation of learning is analyzed specifically in order to identify types of feedback events that could be used in formative assessment practices. In Chapter 4, the conclusions of previous chapters are contextualized within the complexity theory, demonstrating that assessment must be considered a subsystem of learning that emerges when offering and receiving feedback. In Chapter 5, the use of feedback as an instantiation of formative assessment in multiliteracies pedagogy is discussed according to conceptions of teaching, learning and language that support the approach of teaching and learning languages through textual genres. In Chapter 6, the research methodology is described. In Chapters 7 and 8, according to the conclusions of the previous chapters, the proposal of a theoretical construct creation is presented as well as suggestions for future research.


MEMBROS DA BANCA:
Externa à Instituição - MATILDE VIRGINIA RICARDI SCARAMUCCI - UNICAMP
Externa ao Programa - ALCIONE GONCALVES
Interno - JERONIMO COURA SOBRINHO - CEFET-MG
Externa à Instituição - LAURA STELLA MICCOLI - UFMG
Interno - LUIZ ANTONIO RIBEIRO
Presidente - MARIA RAQUEL DE ANDRADE BAMBIRRA
Notícia cadastrada em: 03/12/2019 13:00
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