Decifra-me ou te devoro? A experiência para a transgressão dos sentidos em torno da avaliação da aprendizagem no ensino superior

Abstract

There is often an atmosphere of fear and injustice within the learning assessment process that needs to be addressed, problematized and transgressed in our (language) teacher education programs. This paper aims to discuss the meaning effects presented in the discourse of English under and graduate students based on their contact with practices and assessment instruments created to problematize and transgress the coloniality of power (QUIJANO, 2010), massively present in evaluation processes. To this end, we will discuss practices and instruments used both in an undergraduate course and in a latu-sense postgraduate course. Using important concepts in the field of learning assessment and (de)coloniality, we shed light on the discussion around the concept of experience (LARROSA, 2016; 2018), to foster new practices in the assessment processes in our schools. Finally, the results indicate that it is by focusing on the subjects of such processes, in the dynamics of being-knowing-doing, that new stories will be told.