Portfólio como instrumento avaliativo discente no ensino-aprendizagem de língua inglesa: um estudo de caso

Abstract

The purpose of this study was to reflect on the use of the portfolio as an evaluation tool and, as specific, to discuss the use of the portfolio as an instrument for the evaluation of English language teaching and learning and to analyze students' perceptions regarding the applicability of this instrument. The theoretical framework included questions related to the evaluation based on Demo (2015), Freire (2005), Hoffmann (2014), Lucena (2012), Luckesi (2005; 2011), Romão (2011), Saul (2010), and portfolio as an evaluation tool, based on Cerbin (1994), Johnson et al. (2010), Villas Boas (2012, 2017) and Zubizarreta (2009). This research was based on the qualitative paradigm (CHIZZOTTI, 2000; LAKATOS; MARKONI, 2003), using the case study (ANDRÉ, 2013; MICHALISZYN; TOMASINI, 2012) as methodology. The context of the research was the Military College of Manaus, and the participants were six students of the second year of high school, level A2B, according to the division established by the Common European Framework of Reference for languages. The data generation instruments selected for the research were the students' own portfolios, questionnaires and interviews. The results indicated that there was acceptability of the portfolio as an evaluative resource and was considered by the participants an instrument that provided and facilitated learning, promoting autonomy, freedom and responsibility. It was also highlighted that the conception of evaluation is still bound to test contents and numerically measure results. At the end of the work, we suggest possible pedagogical applications from this research and suggestions of future studies on the subject.