Crenças e práticas de avaliação no processo interativo e na mediação de um par no tandem a distância: um estudo de caso
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Data
2008-06-20
Autores
Mesquita, Alexandre Alves França de [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta dissertação é parte do projeto temático “TELETANDEM BRASIL – Línguas Estrangeiras para todos”, desenvolvido pela UNESP (Campus de São José do Rio Preto) em parceria com várias instituições superiores internacionais e com o objetivo de colocar pares de alunos universitários estrangeiros em contato com alunos universitários brasileiros para aprenderem as línguas um do outro por meio dos recursos de leitura, escrita, áudio e vídeo do MSN Live Messenger, OOVO e Skype – um TELETANDEM. Assim, esta dissertação tem o objetivo de investigar as crenças sobre avaliação trazidas por uma interagente brasileira e uma mediadora ( aluna de doutorado) ao teletandem, e como essas interagem na construção do processo de ensino e aprendizagem no tandem a distância. Como fundamentação teórica, esta pesquisa apresenta estudos sobre: (a) crenças de ensino e aprendizagem e avaliação; (b) avaliação no processo de ensino e aprendizagem; (c) concepções e visões do erro no ensino de línguas; e (d) tecnologia aplicada ao ensino. Este trabalho é um estudo de caso de caráter qualitativo e de natureza etnográfica e para a coleta de dados, utilizaram-se os seguintes instrumentos: a) questionário, b) gravações em chats das interações, c) gravações em áudio das mediações, d) autobiografia dos participantes, e e) diários das interações e das mediações. Para a análise dos dados foi feita uma triangulação dos registros coletados. Por meio da análise dos dados foi possível inferir que a interagente, quando no papel de professora, predominantemente preocupava-se com a comunicação e não com a correção dos erros, apresentando assim, uma concepção de avaliação mais próxima dos princípios da avaliação mediadora. Porém, como aluna, apesar de a mediadora ter tentado demonstrar que cometer erros era algo natural no processo de ensino e aprendizagem...
This work is part of the project TELETANDEM BRASIL - Foreign Languages for all, developed by UNESP (Campus of São José do Rio Preto) in partnership with many international institutions and with the purpose of putting pairs of foreign university students in touch with Brazilian university students to learn the languages of each other through the resources of reading, writing, audio and video of the MSN Live Messenger, Skype and OOVO - a TELETANDEM. Therefore, this dissertation has the purpose of investigating the beliefs on evaluation brought by a mediator and one Brazilian Teletandem partner, and how they interact in the construction of the process of teaching and learning in the distance tandem. The theoretical underpinnings for this research are studies about: (a) beliefs of teaching and learning and assessment, (b) evaluation in the process of teaching and learning, (c) concepts and visions of error in language teaching, and (d) technology applied to education. For the data collection, the following instruments were used: a) questionnaires, b) chat recordings of the interactions, c) audio recordings of mediations, d) autobiography of the participants, e) diaries of the interactions and mediations. For the analysis of the data, a triangulation was made from the collected data, interactions were considered the primary data, and from them, all the other data were used for the confirmation or not of the points found. Through the data analysis, it was inferred that the Brazilian partner, when in the role of the teacher, was mainly concerned with communication and not with correction of errors, showing therefore, signs of an evaluation close to the principles of the mediator evaluation. However, as student, although the mediator tried to show her that there was no problem about making mistakes, she remained concerned about not making them. This behavior is a sign of traditional evaluation... (Complete abstract click electronic access below)
This work is part of the project TELETANDEM BRASIL - Foreign Languages for all, developed by UNESP (Campus of São José do Rio Preto) in partnership with many international institutions and with the purpose of putting pairs of foreign university students in touch with Brazilian university students to learn the languages of each other through the resources of reading, writing, audio and video of the MSN Live Messenger, Skype and OOVO - a TELETANDEM. Therefore, this dissertation has the purpose of investigating the beliefs on evaluation brought by a mediator and one Brazilian Teletandem partner, and how they interact in the construction of the process of teaching and learning in the distance tandem. The theoretical underpinnings for this research are studies about: (a) beliefs of teaching and learning and assessment, (b) evaluation in the process of teaching and learning, (c) concepts and visions of error in language teaching, and (d) technology applied to education. For the data collection, the following instruments were used: a) questionnaires, b) chat recordings of the interactions, c) audio recordings of mediations, d) autobiography of the participants, e) diaries of the interactions and mediations. For the analysis of the data, a triangulation was made from the collected data, interactions were considered the primary data, and from them, all the other data were used for the confirmation or not of the points found. Through the data analysis, it was inferred that the Brazilian partner, when in the role of the teacher, was mainly concerned with communication and not with correction of errors, showing therefore, signs of an evaluation close to the principles of the mediator evaluation. However, as student, although the mediator tried to show her that there was no problem about making mistakes, she remained concerned about not making them. This behavior is a sign of traditional evaluation... (Complete abstract click electronic access below)
Descrição
Palavras-chave
Teletandem, Evaluation and teaching and learning beliefs, Lingüística aplicada, Língua inglesa - Estudo e ensino, Professores de ingles - Formação, Teletandem, Formação de professores - Crenças
Como citar
MESQUITA, Alexandre Alves França de. Crenças e práticas de avaliação no processo interativo e na mediação de um par no tandem a distância: um estudo de caso. 2008. 238 f. Dissertação (mestrado) - Universidade Estadual Paulista, Instituto de Biociências, Letras e Ciências Exatas, 2008.