Gêneros e avaliação de gramática em um curso de licenciatura em Letras

Abstract

This work is a segment of a broader research project aimed at investigating the concept of assessment adopted in a course focused on the study of normative Portuguese grammar within a Language Teacher Education program at a public university, particularly from the perspective of future teachers who took this course. The specific objectives are: (a) to analyze how these students understand the purpose and structure of the assessments administered; (b) to examine the role of textual/discursive genres in these assessments. The theoretical foundation for studies on assessment was based on Bachman (1997), Scaramucci (2006), Garcia (2009); to discuss the concept of genre in this context, principles of Sociodiscursive Interactionism were particularly used (Bronckart, 1999, 2009; Schneuwly et al. 2004). According to a qualitative interpretative research paradigm, instruments used included a semi-structured interview with students, classroom observations, and document analysis (assessment activities). The results indicate that even in a course focused on normative grammar, it may be productive to address linguistic analysis based on textual/discursive genres in the assessment process of learning. Moreover, the types of assessments that students undergo have a significant impact on their own teacher training.