Mecanismos de avaliação da aprendizagem de aluno surdo no ensino superior no âmbito da linguística aplicada

Abstract

When considering the evaluation mechanisms of the deaf student learning in higher education in the field of applied linguistics, the assessment processes employed in a Language Course were highlighted in what refers to the processes of assessing, measuring, monitoring student learning and monitoring all actions of the school context. In this context, conceiving evaluation as a moment of construction of knowledge and the act of evaluating as a continuous process and constant reflection on the student's formative process, this work had the general objective of analyzing how the evaluative processes that were developed in the course of Languages: Portuguese Language of the Institute of Languages and Linguistics of the Federal University of Uberlândia that received a deaf student between the years of 2012 to 2017. The analysis axis was based on the interrelationship of the evaluation procedures with different conceptions and mechanisms of evaluation of the learning of deaf students in higher education. Specifically, I mapped and described the main instruments actually used and the ways in which the performance evaluation activities and processes were carried out. I have related the assessment mechanisms adopted in the course to those determined by the legislation. Finally, I sought to select and present the evaluation proposal that was most adequate to the linguistic specificity of the deaf student enrolled, in order to give visibility to the positive experiences so as to be presented as a proposal for the evaluation of the learning of deaf students enrolled in higher education. The rarity of studies involving an evaluation process from the perspective of Applied Linguistics, being more poignant in the context of the evaluation of teaching for deaf people, justified the research. If there is a notable lack of publications focusing on evaluative aspects in the field of language teaching, when looking at the perspective of language teaching for deaf students, the vacuum shown is sufficient to motivate the effort to develop this work. The methodology adopted was based on the qualitative paradigm of interpretive basis, whose methodological procedure used documentary research and the case study. The instrument of data collection was the questionnaire and as synthesis of the database, I had: a) the answers of the teachers and the deaf student to the questionnaires; b) the academic record of the deaf student; c) Decrees 5,626 / 2005 and 7,611 / 2011 as legal documents that support the deaf student's right to have a specific assessment consistent with second language learning; and d) the Political Pedagogical Project of the referred course of Languages. Regarding the theoretical-methodological framework, the study was circumscribed in the bibliographic review of the study topic and, in order to seek support for the theme involved in the present study, works such as Felice (2013, 2016) and Fidalgo (2004, 2007) in the scope of Applied Linguistics, and those of Álvarez Méndez (2002), Fernandes (2007), Perrenoud (1999), among other authors in the scope of the general educational evaluation process, based my discussions. The results indicated that the evaluation processes applied to the deaf student favored her success in the curricular components. Now, the mechanisms adopted most adapted to the needs of the student were those that contemplated their linguistic condition, that is, correction of the evaluation activities considering their second language, the "oral" tests (which I would call visual tests) in which the student was able to express her knowledge in Pounds via mediation of the interpreters, and other actions foreseen in the legal documents cited throughout this research which aim to guarantee the quality of education of the deaf. Finally, the evaluation proposal that was most adequate to the specific nature of the deaf person was the evaluation in the formative perspective because it favors the development of her learning, since the student becomes a partaker of this process, in the promotion of critical learning -reflexive.