A reflexão crítica e a autonomia no processo de ensino-avaliação-aprendizagem nas aulas de língua espanhola no Ensino Médio

Abstract

This thesis aimed to investigate my evaluative practice in the teaching-assessment-learning process of the Spanish Language (SL). My critical posture as a teacher-researcher, as well as those of the students involved, was considered as it is important for the development of critical reflection and autonomy in the learning of SL as an additional language in the context of High School Education. To guide the investigation, I proposed the following research questions: a) What representations do students demonstrate in their reports and diaries about the teaching-assessment-learning process, considering critical reflection and autonomy in their SL learning process?; b) What representations, as a teacher, do I demonstrate in my diaries about the teaching-assessment-learning process, through critical reflection in my assessment practice in the SL classroom?; c) How did the representations found in my diaries and in the students' reports and diaries influenced the SL teaching-assessment-learning process? The context of this research was the SL classes I taught to a 2nd Year Group of a Technical Course in Nourishment integrated into High School at the Triângulo Mineiro Federal Institute (IFTM), Uberlândia, State of Minas Gerais, Brazil. The research used the methodological framework of the qualitative research, in the modality of ethnographic case study, following the proposal of Nunan (1992), André (1995) and Erickson (1991). In addition to the representations, analyses were carried out on the content categories created by Bardin (2010). From the students' records the analysis showed three representations in common and my records four. Finally, it was possible to conclude that the thesis I defend was confirmed as it was evident that my way of teaching and assessing the SL learning, through a critical-reflective and autonomous approach, works and promote the learning of the mentioned language mainly in the written and authored modality. Regarding autonomy, the thesis was partially confirmed, as only part of the students demonstrated autonomy in learning.