Letramento crítico e avaliação nas aulas de inglês: possibilidades para integração

Abstract

Language teaching in Brazil has been influenced by Critical Literacy (CL) theories, especially after the publication of the National Curriculum Guidelines for High School Teaching (BRASIL, 2006). Such theories have also influenced research on teaching. However, the area of evaluation have not follow the same path. Given the role played by assessment in social and political contexts (SHOHAMY, 2004), this paper discusses the possibility of developing assessment of the English language teaching and learning processes from the perspective of CL. Firstly, important aspects related to the theories of CL (CERVETTI; PARDALES; DAMICO, 2001; McLAUGHLIN; DeVOOGD, 2004; MONTE MÓR, 2009) and pertinent to the evaluation area (HUGHES, 1989; ALDERSON; BENERJEE, 2002; BROWN, 2004; SCARAMUCCI, 2011) are discussed. Then, we make a descriptive analysis of a written test guided by the critical perspective, implemented during the language course in which the test was inserted. We conclude in favor of the possibility of tests that consider language as situated usage and adopt a perspective for reconstruction, social justice (HAWKINGS, 2011; MATTOS, 2014) and citizenship education (VETTER, 2008).