A avaliação da aprendizagem de língua inglesa segundo as novas teorias de letramento

Abstract

This paper is a report of an interpretative-qualitative Master’s study (Duboc, 2007) on English language assessment from the perspective of the recent new literacy studies, whose starting point was an investigation on both conceptions and practices regarding language assessment in some Elementary School communities. Towards the identification of a recurring conception of language assessment still based on the paradigm of Modernity, with emphasis on measurement, objectivity and stability, the paper invites its readers to a re-conceptualization of language assessment bearing in mind
the epistemological transformations signaled by the new literacy studies. In doing so, we present an outline of evaluative characteristics, contents and modalities based on these studies, which seems to demand more academic research outcomes nationwide.