Professora de inglês em formação inicial no projeto casas de cultura no campus: reflexões sobre avaliação, letramentos e cidadania

Abstract

This study aimed to reflect on the initial Teacher Education of a teacher during two academic semesters focusing on written production and procedural assessment with students of basic level 2, in 2018.1, and pre-intermediate level in 2018.2 of the Casas de Cultura no Campus Project at Federal University of Alagoas (UFAL). The selected research methodology was authoetnography that is configured, as a process in which the researcher has the task of seeing and investigating herself. In this study, I discuss the theoretical underpinnings: the critical literacy perspective, the concept f assessment understood as a process and that of social justice. The data instruments used were: WhatsApp group comments, mind maps and written texts by students. The results reveal that the procedural assessment served to promote the teaching- learning process of the English language in a collaborative and interactive way. Thematic classes promoted the critical development of participants, especially mine as teacher-researcher. The data reveal the importance of procedural assessment, understood as not punitive, but promoting learning and building citizenship.