A formação de professores de línguas para a avaliação da aprendizagem à luz da complexidade e da transdisciplinaridade

Abstract

This research has as a macro objective to describe and question, in the light of complexity, how the language teacher training of a Language and Literature course from a Brazilian university is processed, regarding the learning assessment. Therefore, the questions that guide this research are: 1. What does the Political-Pedagogical Project (PPP) of the Language and Literature course from the selected institution for this case study propose, regarding the assessment? 2. How do the teachers/trainers see the learning assessment in the training of language teachers? 3. Do the analyzed proposals and assessment practices correspond to what complexity, transdisciplinarity and studies on assessment suggest to the contemporary educational practices? It is a case study inserted in the methodological paradigm of qualitative research, based on Stake (1995) and André (2008), which sought as a source of data semi-structured interviews with teachers/trainers and documents from the institution, such as PPP and Course Plans. To discuss assessment, this study was supported especially in Álvarez Méndez (2002), Fernandes (2009), Hadji (2008), Luckesi (2010); and to discuss evaluation and Applied Linguistics, contributions from Neves (2004), Cunha (2006), Menezes and Sade (2006) and Felice (2011) were sought. These authors defend the practice of a formative assessment because it is the kind of evaluation that seems the most appropriate for the regulation of learning. For the item Teacher Training, the lenses of the complexity paradigm and their educational outcomes were utilized, supported mainly in theoretical lucubration of Freire (2009), Leffa (2006), Moraes (2007a), Morin (2003; 2005; 2013; 2014) and Nicolescu (2011). Through their research, these authors show the appearance of a new educational paradigm arising from the complexity paradigm that, according to Moraes (2007b), emerged, but it has not been faced and assumed by the educational system yet. This paradigm, in fact, sees the necessity for an education that transcends the discipline edges and which faces the human being in his/her multidimensional aspect, that is, integral social, biological, cultural, mental, physical and spiritual. Data analysis from the theoretical and methodological approach chosen points to the necessity of a self-heteroecoformation (FREIRE, 2009; FREIRE; LEFFA, 2013; MORAES, 2007a; 2010a; 2010b) of teachers, focused on language learning evaluation, so that formative assessment is no longer just an educational utopia in assessment practices of teachers from different educational levels (HADJI, 2008), concretizing on the practice of teachers/trainers to retroact in the practices of teachers in training.