As categorias de avaliaÃÃo da produÃÃo textual no discurso do professor

AUTOR(ES)
DATA DE PUBLICAÇÃO

2004

RESUMO

For the ideas developed in this study we began with the assumption that the parameters of school evaluation are socially constructed and historically situated. We also assume that the teaching and evaluation of language should be concerned essentially with the interactive, cognitive and discursive aspects of language. Based on these fundamentals, we ask: how do language teachers construct the categories they use in the evaluation of the texts written by their students, that is, what are the selected linguistic phenomena and how are they treated by the teachers when they organize their evaluative categories? The focus of our study, therefore, is on the process of the production and selection, by the teacher of the categories that determine the value of the studentâs written texts, and is based predominantly on the theoretical concepts derived from the contributions of a socially oriented Cognitive Linguistics in conjunction with the contributions from the areas of Discourse Analysis and Text Linguistics. We conclude that the evaluative categories are constructed and stabilized interactively for practical ends, gaining salience, in this process linguistic values inspired by a monological (rather than a dialogical) model of writing

ASSUNTO(S)

produÃÃo textual discurso do professor linguistica avaliaÃÃo escolar

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