Avaliação e ensino de produção escrita: as vozes que constituem as práticas metodológicas do professor de português no Ensino Médio

Abstract

The assessment of learning has been the focus of several academic works, however, much of these is restricted to problematizing the way the instruments through which the teacher undertakes the evaluation process in the classroom work. In this sense, I proposed, for the elaboration of this thesis, an investigation whose general objective focused on identifying how voices relate in the construction of representations of Portuguese Language teachers (LP) about the evaluation of learning in classes of textual production. Thus, I distance myself from the analysis of evaluative instruments to maintain my investigative focus on the language actions practiced by the teacher during the teaching-evaluation process. My choice to follow this path is due to the fact that I take into account the theoretical-methodological assumptions of socio-discursive interactionism, from which I argue that evaluation is a language action and, therefore, it happens only during the teacher/student interaction. To achieve the proposed goal, I performed an analysis of pre-built that, in a way, could influence teaching practices, such as: he official documents of the Federal Government dealing with High School; the evaluation criteria used to correct the ENEM essay test; the Portuguese textbook adopted by the school in which this research was carried out; and, finally, the recommendations related to the teaching of textual production made by researchers from Brazilian universities. After this first phase, during one academic semester, the observation and video recording of the lessons of an LP teacher, who teaches textual production to a class of the third year of High School (EM) was carried out. In addition, an interview was made, also recorded on video, with this teacher, before the observations, in order to know his conceptions about the evaluation in the textual production class. As the last stage of this work, the data obtained from the analysis of observations and the interview were crossed with those produced through the analysis of pre-built and, thus, it was possible to identify those that most influence the formation of teacher representations. At the end of this research, it was possible to conclude that, although voices coming from official government bodies forward a work with the production of text aimed at contextualized practices and whose conception of evaluation aims at the formation of autonomous students in relation to their own learning, there remain in the school classification practices, which are there, not due to teacher training, but coming from ENEM, which, paradoxically, disregards all the indications of official documents in their formulation.