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O desafio da avaliação da expressão e da interação orais
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As escolas portuguesas têm vindo a desenvolver uma série de procedimentos com o objetivo de introduzir na prática letiva o hábito da avaliação da expressão e da interação orais de uma forma mais séria e efetiva, não só no que diz respeito ao processo de ensino-aprendizagem das línguas estrangeiras, mas também do português enquanto língua materna. Falamos de “pequenas revoluções” que pretendem equilibrar a importância atribuída ao domínio da oralidade relativamente ao domínio da escrita. Os programas nacionais assim como os manuais escolares tentam acompanhar esta nova tendência. Esta alteração no modo de trabalhar e avaliar a expressão e a interação orais nas línguas, embora desejável, acarreta atualmente muitos problemas no seu exercício. O elevado número de alunos por turma, o pouco tempo dedicado à prática da expressão e da interação orais em sala de aula, a falta de formação dos docentes no manejo de instrumentos indispensáveis a este tipo de avaliação (escalas, bandas, critérios…) e a forma como é tratado o erro do aluno após a realização da tarefa avaliativa são lacunas atualmente existentes no nosso sistema de ensino. No decorrer deste estudo, auscultámos alunos e docentes relativamente a este tipo de avaliação. Foram realizados inquéritos e levadas a cabo atividades de forma a descobrir fragilidades e promover exemplos de prática pedagógica capazes de atenuar algumas dessas mesmas fragilidades. Após uma primeira fase de observação de aulas, realizou-se uma primeira avaliação da expressão e da interação orais em sistema de coadjuvação, onde foram utilizados os instrumentos de avaliação didatizados pela docente titular da turma. As seguintes avaliações foram incluindo pequenas alterações promovidas pela docente estagiária, de forma a testar a sua exequibilidade e possível contributo para atenuar algumas das dificuldades diagnosticadas. Trata-se, sobretudo, de um trabalho de pesquisa, investigação e experimentação em sede de contexto de ensino-aprendizagem de uma língua estrangeira, cujo objetivo é promover o diálogo sobre este tema através do comentário crítico de práticas pedagógicas observadas e executadas ao longo da realização da minha Prática de Ensino Supervisionada no Agrupamento de Escolas Augusto Cabrita.
Portuguese schools have been developing a series of procedures with the purpose of introducing in the school practice the habit of evaluating oral expression and interaction in a more serious and effective way, not only in regard to the teaching-learning process of foreign languages but also of Portuguese as first language. We are referring to “small breakthroughs” that aim at balancing the importance given between oral and writing skills. The national education programmes, as well as the textbooks, try to keep up with this new tendency. Although it is desirable, this change in the way that we work and assess oral expression and interaction brings, at the moment, a series of problems when put into practice. There are some currently existing gaps in our educational system, such as the high number of students per class, the brief time dedicated to oral expression and interaction, the lack of teacher training in regards to essential tools for this type of assessment (scales, grids, criteria…) and the way the students’ errors are treated after the test. Some inquiries were made, and activities carried out, in order to find out weaknesses and to promote examples of pedagogical practices capable of supressing some of those weaknesses. After a first phase of class observation, a first oral expression and interaction assessment took place with the presence of two teachers. During this process, the assessment instruments used were provided and created by the class teacher. In order to test the feasibility and possible contribution towards reducing some of the difficulties experienced, the following assessments featured some small changes provided by the internship teacher. This is mainly a work of research, investigation and experimentation (trial and error) in the teaching-learning context of a foreign language with the purpose of promoting a dialogue about this issue, through critical commentary of observed and executed pedagogical practices during my internship in Agrupamento de Escolas Augusto de Cabrita.
Portuguese schools have been developing a series of procedures with the purpose of introducing in the school practice the habit of evaluating oral expression and interaction in a more serious and effective way, not only in regard to the teaching-learning process of foreign languages but also of Portuguese as first language. We are referring to “small breakthroughs” that aim at balancing the importance given between oral and writing skills. The national education programmes, as well as the textbooks, try to keep up with this new tendency. Although it is desirable, this change in the way that we work and assess oral expression and interaction brings, at the moment, a series of problems when put into practice. There are some currently existing gaps in our educational system, such as the high number of students per class, the brief time dedicated to oral expression and interaction, the lack of teacher training in regards to essential tools for this type of assessment (scales, grids, criteria…) and the way the students’ errors are treated after the test. Some inquiries were made, and activities carried out, in order to find out weaknesses and to promote examples of pedagogical practices capable of supressing some of those weaknesses. After a first phase of class observation, a first oral expression and interaction assessment took place with the presence of two teachers. During this process, the assessment instruments used were provided and created by the class teacher. In order to test the feasibility and possible contribution towards reducing some of the difficulties experienced, the following assessments featured some small changes provided by the internship teacher. This is mainly a work of research, investigation and experimentation (trial and error) in the teaching-learning context of a foreign language with the purpose of promoting a dialogue about this issue, through critical commentary of observed and executed pedagogical practices during my internship in Agrupamento de Escolas Augusto de Cabrita.
Descrição
Palavras-chave
Oralidade Expressão Língua Avaliação Interação Language Assessment Oral Expression Interaction