Avaliação diagnóstica em propostas de sequência didática elaboradas por professores de português em formação inicial

Abstract

This work is a cut of a broader study concerning the initial formation of teachers of Portuguese mother tongue, with regard to the didactization of textual genres through the procedure “Didactic Sequence”. Here, we deal with the integration of formative evaluation in the teaching-learning of languages, focusing the importance of the diagnostic evaluation for the regulation of the teaching action in the teaching of textual production and in the learning process. To do this, we proceeded to a documentary research, selecting nine proposals of Didactic Sequence (SD) elaborated by undergraduate students in Letters (Portuguese), seeking to highlight the appropriation, on their part, of the formative perspective that the SD procedure proposes. Our work is based on the theoretical reflections of Fernandes (2005, 2007, 2008), Bakhtin (1997) and Dolz, Noverraz and Schneuwly (2010).