Propostas de autoavaliação e autorregulação em livros didáticos de Espanhol como língua estrangeira

Abstract

This article aims to analyse the activities of self-evaluation present in spanish pedagogical materials as foreign language and sought to analyse if formative tatics are possible in these materials, in a way to contribute for learners autonomy. Although an even bigger number of materials implement activities considered as self-evaluation, few research is undertaken on the subject and about the correlate process: The self-regulation. In language teaching the assessment of learning has ceased to be only summative and classificatory, to integrate the construction of knowledge by learners, in a so-called formative perspective. Relying on the conception of Francophone formative evaluation to indite the theoretical basis of our work and relying on, mainly, the studies of Bonniol; Vial (2001), Fernandes (2004, 2005, 2006, 2008), Perrenoud (2008), Barreiro (2009), Mottier-Lopez (2010), Hadji (2011). A corpus of Spanish didactic material as Foreign language was formed (textbooks, CD, workbooks etc.) and for its analysis was elaborated five categories (location of activities in the didactic set; types of proposed activities, evaluated objects, author’s guidance for the use of proposals for self-assessment activities and; way of expression of self-evaluation and its results) based on the conceptions of formative evaluation, in order to: identify wich activities of formative nature are present in the selected materials; analyze its characteristics and its insertion in the book regarding the intended selected goals and to the proposed didactic activities; to check which guidelines appear in the didactic guide, for development of these activities by the teachers, and how these guidelines relate to the methodological options of pedagogical materials. The analyzed data shows, generally, the self-evaluation activities still present themselves as a simple recapitulation of grammatical or linguistic aspects of the studied language, thus disregarding the formative conceptions, so that learning is not used for self-regulation, neither it helps teachers to support their teaching in the meta cognitive strategies that their students could develop to really help them learn.