Programa de Pós-Graduação em Letras - PPGL/ILC
URI Permanente desta comunidadehttps://repositorio.ufpa.br/handle/2011/2310
O Programa de Pós-Graduação em Letras (PPGL) do Instituto de Letras e Comunicação (ILC) da Universidade Federal do Pará (UFPA). Confere ao candidato habilitado o título de Mestre e/ou Doutor em Letras, nas Áreas de Concentração em Estudos Literários ou Estudos Linguísticos, tem como objetivos gerais e fundamentais: preparar pesquisadores capazes de desenvolver trabalhos científicos no campo dos Estudos da Linguagem; desenvolver a competência profissional e científica do graduado para que ele atue com criticidade na sua área de conhecimento; e produzir conhecimento científico relevante para o país, com ênfase, quando oportuno, para as especificidades linguísticas e literárias presentes na Região Amazônica.
Navegar
Navegando Programa de Pós-Graduação em Letras - PPGL/ILC por CNPq "CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::AVALIACAO DA APRENDIZAGEM"
Agora exibindo 1 - 6 de 6
- Resultados por página
- Opções de Ordenação
Item Acesso aberto (Open Access) Avaliação da aprendizagem em língua inglesa no primeiro ano do ensino fundamental em escolas públicas do município de Castanhal (PA)(Universidade Federal do Pará, 2014-06-27) BARBOSA, Emília Gomes; CUNHA, Myriam Crestian Chaves da; http://lattes.cnpq.br/0057919162522146This study investigates the assessment practices in the Teaching of English as a Foreign Language to Young Learners (LEC) in the first year of primary education in public schools in the city of Castanhal, PA. The research analyze which guidelines are contained in official municipal documents with regards to teaching and assessment in LEC, to describe the assessment practices developed by teachers in this context, to analyze the integration of these practices with LEC's teaching and learning goals, and to indicate pointers to make the assessment of learning practices more effective, theoretically and methodologically. To achieve the proposed objectives, a qualitative documentary study was conducted. We analyzed the official documents that guide teaching and assessment in LEC, 220 student development reports, which are recommended assessment tool for this school level, as well as interviews and questionnaires given to 14 teachers working in this context. The theoretical framework is based on the contributions of Cameron (2001), Strecht-Ribeiro (2005) and Scott and Ytreberg (1990) regarding the teaching and learning of LEC, as well as the discussion of some aspects of assessment of learning (HADJI, 1994, 2007; BONNIOL; VIAL, 2001; FERNANDES, 2009; PERRENOUD, 1999) and assessment of learning in LEC (MCKAY, 2006; IOANNOU-GEORGIOU 2011; SHAABAN, 2001). For data analysis, we used the Content Analysis technique (ROSA, 2013). The analysis results indicate a lack of coherence between the assessment practices and the teaching goals and principles in LEC. The data also reveal a lack of training for teaching, assessing and designing syllabus in LEC, combined with a known tendency to prioritize structural aspects in the teaching of foreign languages, instead of communicative activities. Finally, this study shows the need to promote other studies that investigate the assessment practices used in LEC, as well as the urgency to define official national guidelines for teaching and assessment that take into account the characteristics and needs of the children within this context.Item Acesso aberto (Open Access) Avaliação da compreensão escrita de alunos surdos do ensino fundamental maior(Universidade Federal do Pará, 2012-09-26) CARVALHO, Márcia Monteiro; CUNHA, Myriam Crestian Chaves da; http://lattes.cnpq.br/0057919162522146Item Acesso aberto (Open Access) Avaliação formativa na Licenciatura de Espanhol: autoavaliação e autorregulação em foco(Universidade Federal do Pará, 2014-05-21) NEYRA, Patricia; CUNHA, Myriam Crestian Chaves da; http://lattes.cnpq.br/0057919162522146This paper discusses an experience with formative assessment focused on self-assessment and self-regulation in language competences and learning strategies. The research reported here aimed to identify what students of Bachelor of Spanish Foreign Language (S/FL) self-assess and self-regulate in their learning, what is the impact of the self-assessment and self-regulation effective in their communicative language competence and ability to learn and, finally; what are the educational activities that promote self-assessment and self-regulation of these competences. To achieve the proposed objectives, we chose to conduct an action research, which was developed in the subject Spanish Language III of the Bachelor’s degree in Spanish at the Federal University of Para (UFPA) - Campus Castanhal. The theoretical framework is based on authors like Allal (1986; 2007), Bonniol and Vial (2001), Perrenoud (2007), among others. For data analysis, it was noted how three students in the class dealt with the proposed formative activities during the course and it also was related their performance in the subject with their attitude regarding those activities. The results show that initially, the language competences were the most assessed and self-regulated objects by the students. However, as the learners were induced to think about other dimensions of foreign language learning, some of them began to include the metacognitive aspects in their self-assessments and self-regulations, which favored an improvement of their communicative language competence and their ability to learn. The formative activities that provided the most effective self-assessment and self-regulation were the self-assessment guideline, learning dairy, the development of communicative goals and assessment criteria, as well as situations involving self-assessment, co-assessment and mutual assessment practices.Item Acesso aberto (Open Access) O ensino/aprendizagem do português e a avaliação emancipatória: repensando a experiência da Escola Cabana(Universidade Federal do Pará, 2005) SOUZA, Cláudia Nazaré Gonçalves de; CUNHA, Myriam Crestian Chaves da; http://lattes.cnpq.br/0057919162522146Item Acesso aberto (Open Access) Modalidades de avaliação da aprendizagem e suas relações com o ensino/aprendizagem de português língua materna(Universidade Federal do Pará, 2009-08-28) MELO, Kelly Cristina Maragliani; CUNHA, Myriam Crestian Chaves da; http://lattes.cnpq.br/0057919162522146Item Acesso aberto (Open Access) Processos de regulação em práticas de ensino para futuros profissionais de francês(Universidade Federal do Pará, 2014-07-28) SILVA, Fernanda Souza e; CUNHA, Myriam Crestian Chaves da; http://lattes.cnpq.br/0057919162522146