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Previous issue date: 2017-02-23 / Este trabalho ? resultado de um estudo sobre o uso da autoavalia??o nas aulas de l?ngua
inglesa a partir de duas perspectivas: como estrat?gia de aprendizagem (O?MALLEY;
CHAMOT, 1990) de l?nguas estrangeiras e como uma forma de promover a participa??o do
estudante no processo de ensino-aprendizagem-avalia??o, possibilitando-lhe mais autonomia
(ALVES, 2004; SOARES, 2007) na constru??o de sua aprendizagem. Para tanto, adotamos
neste estudo os conceitos de autoavalia??o enquanto ferramenta para autorregula??o dos
saberes (BANDURA, 1977; BLANCHE; MERINO, 1989; DUKE; SANCHEZ, 1994;
SOARES, 2013) e para promo??o da aprendizagem (ELLIS, 2001; BLACK; WILLIAN,
2006; FERREIRA, 2007; PAIVA, 2012). A investiga??o desenvolveu-se com vinte e seis
estudantes de uma escola p?blica na cidade de Natal, capital do Rio Grande do Norte, e usou
como m?todo a pesquisa-a??o (ELLIOT, 2005), sob a abordagem da pesquisa pedag?gica
qualitativa (LANKSHEAR; KNOBEL, 2008; SILVERMAN, 2010). O principal objetivo do
estudo foi, a partir da implementa??o da pr?tica da autoavalia??o na disciplina de l?ngua
inglesa da escola pesquisada, analisar os efeitos dessa implementa??o enquanto uma
estrat?gia para a promo??o da aprendizagem desse idioma dentro da escola e fora dela e
contribuir com a ?rea de estudos da linguagem a partir da elabora??o de um prot?tipo de
autoavalia??o adapt?vel ?s realidades das escolas p?blicas brasileiras. Os resultados
alcan?ados apontam para a confirma??o de nossa hip?tese, de que a autoavalia??o configurase
como uma estrat?gia pr?tica e eficaz de aux?lio ao estudante de Ensino M?dio no
desenvolvimento da aprendizagem de l?ngua inglesa e na sua inser??o no processo de ensinoaprendizagem-avalia??o de forma aut?noma e consciente, pois destacam que a autoavalia??o
pode fornecer indicativos de presen?a ou aus?ncia de aprendizagem da l?ngua estudada; pode
ser promotora da participa??o estudantil no processo de aprendizagem; e pode gerenciar as
a??es de aprendizagem individuais dos aprendizes. / This work is the result of a study about the use of self-assessment in English-language classes
from two perspectives: as a learning strategy (O?MALLEY & CHAMOT, 1990) of foreign
languages and as a manner to promote the student?s participation in the teaching-learning
process (ALVES, 2004; SOARES, 2007) toward the construction of their learning. For this
purpose, we adopted the concepts of self-assessment as a tool for the self-regulation of
knowledge (BANDURA, 1977; BLANCHE & MERINO, 1989; DUKE & SANCHEZ, 1994;
SOARES, 2006) and for the promotion of learning. (ELLIS, 2001; BLACK; WILLIAN,
2006; FERREIRA, 2007; PAIVA, 2012). The research was developed with twenty-six
students from a public school in the city of Natal, capital of Rio Grande do Norte, and used
the Action research (ELLIOT, 2005 ) as the chosen investigative method, under the
Qualitative Pedagogical research approach (LANKSHEAR, KNOBEL, 2008; SILVERMAN,
2010). The main objective of the study was to implement the self-assessment practice in the
English language subject of the school where the research has been conducted and, therefore,
proceed with the analysis of the effects that such implementation brings about as a strategy to
promote the learning of English within and outside the school. It was also within our scope to
contribute to the area of Language studies by means of the elaboration of a prototype of selfassessment
which can be adaptable to the real situations faced in the Brazilian public schools.
The achieved results confirm our hypothesis, which states that the self-assessment is a
practical and effective strategy that helps high school students develop their English language
learning and insert themselves in the teaching-learning-evaluation process in an autonomous
and conscious way. The outcomes emphasize that the self-assessment can provide indicatives
of the presence or absence of learning of the language studied; it can be the promoter of the
student participation in the learning process; and it also can function as a tool for managing
the learners? individual learning actions.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/23495 |
| Date | 23 February 2017 |
| Creators | Paiva, Vit?ria Maria Avelino da Silva |
| Contributors | 46530100482, http://lattes.cnpq.br/1212672321267679, Amorim, Marcelo da Silva, 93568606704, http://lattes.cnpq.br/4995000816782449, Martins, Selma Alas, 97206482872, http://lattes.cnpq.br/1471852102360947, Silva, Celia Maria Medeiros Barbosa da, 35831286487, http://lattes.cnpq.br/4710381196001278, Cunha, Eva Carolina da, 03464513459, http://lattes.cnpq.br/3575831122455566, Canan, Ana Gra?a |
| Publisher | PROGRAMA DE P?S-GRADUA??O EM ESTUDOS DA LINGUAGEM, UFRN, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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