Processos de regulação na produção escrita em Português língua estrangeira

Abstract

This paper aims at contributing to the development of the teaching-learning written production in PFL (Portuguese as a Foreign Language) and it is justified by the increasing demand of this language in several institutional and geographic contexts. More specifically, it investigates in which ways some formative assessment procedures help the appropriation of competences of the written production for the PFL users who attended the Portuguese classes for seven months in the year of 2011. For this reason, we tried to elaborate and experiment some instruments as facilitators of the written production regulation in PLE, as well as analyze how the use of these instruments impacted in the written production learning of these Portuguese language learners. The research was done with a group of foreign students who came to Brazil taking part of the federal government program PEC-G and prepare themselves to take the CELPE-Bras certification examination. The entrance of these students in a Brazilian university depends on their approval in this national examination. These learners need to read and write, with proficiency, texts which belong to different genres in order to be well succeeded not only in the certification examination but also in the future academic activities in Brazil. The theoretical reference allowed us, in a way, to go deeper in the formative assessment as a regulatory device in the teaching and learning of a language as well as, in another way, helped in the description of the written production processes and of the requirements of this task in the PFL context. The investigation was done through a research with the students so that they could be helped use the necessary resources to solve their problems concerning the written production. The final results of this work point that the co-assessment and self-assessment formative procedures favor the written regulation in PFL allowing the learners to improve their textual production as well as, it is assumed that they also improve their textual competence although the teaching activities as well as their absence seem to be of great importance.