<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0123-3432</journal-id>
<journal-title><![CDATA[Íkala, Revista de Lenguaje y Cultura]]></journal-title>
<abbrev-journal-title><![CDATA[Íkala]]></abbrev-journal-title>
<issn>0123-3432</issn>
<publisher>
<publisher-name><![CDATA[Escuela de Idiomas, Universidad de Antioquia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-34322022000300764</article-id>
<article-id pub-id-type="doi">10.17533/udea.ikala.v27n3a10</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Learning for or learning with? Avaliar se avaliando for an English Language assessment otherwise]]></article-title>
<article-title xml:lang="es"><![CDATA[¿Aprender para o aprender con? Evaluarse evaluando para una valoración del inglés de otra manera]]></article-title>
<article-title xml:lang="pt"><![CDATA[Aprender para ou aprender com? Avaliar se avaliando para uma avaliação de língua inglesa otherwise]]></article-title>
<article-title xml:lang="fr"><![CDATA[Apprendre pour ou apprendre avec ? Évaluer en s&#8217;évaluant pour une valoration de langue anglaise autrement]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Haus]]></surname>
<given-names><![CDATA[Camila]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Schmicheck]]></surname>
<given-names><![CDATA[João Victor]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Paraná ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Paraná ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<volume>27</volume>
<numero>3</numero>
<fpage>764</fpage>
<lpage>782</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-34322022000300764&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-34322022000300764&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-34322022000300764&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract We are two teachers engaged with English language teaching (ELT) from a critical perspective. As many other instructors who share this same line of thought, we have felt discomfort throughout our careers when evaluating students. Students, in turn, have also experienced the triggering of emotions, such as insecurity and imposterism when facing a test. This happens because there is still a predominance of structuralist, modern and positivist assumptions in teaching, and more evidently, in assessment. With this background, we turned our attention to assessment in a more critical way, trying to develop a project that challenged the traditional, hegemonic, and normative paradigms in ELT and proposed an alternative otherwise. This is how, at a language center from a Federal University in Brazil, we decided to explore a different way of doing assessment by asking students to collaboratively create booklets during one semester. In this article, we present and reflect on the approach we took. We conclude by arguing that assessment can be seen as a movement of avaliar se avaliando, a practice characterized by the reflexivity of teachers and students throughout the process.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Somos dos docentes comprometidos con la enseñanza del inglés desde una perspectiva crítica. Como muchos otros docentes en esta escuela de pensamiento, a lo largo de nuestras carreras hemos sentido una profunda incomodidad a la hora de evaluar. A su vez, los estudiantes también experimentan emociones como inseguridad e impostura en los exámenes. Esto sucede por el predominio de presupuestos estructuralistas, modernos y positivistas en la enseñanza y, de manera más evidente, en la evaluación. Con este precedente, dirigimos la atención a la evaluación con una óptica más crítica, tratando de desarrollar un proyecto que cuestionara los paradigmas tradicionales, hegemónicos y normativos en la enseñanza de inglés y propusiera alternativas. De esa manera, decidimos explorar una forma distinta de evaluar en un centro de idiomas de una universidad federal de Brasil, encargando a los estudiantes la creación de manuales en forma colaborativa a lo largo de un semestre. En este artículo, presentamos el método que adoptamos y reflexionamos sobre él. Concluimos argumentando que la evaluación puede considerarse un movimiento de avaliar se avaliando, una práctica que se caracteriza por la reflexividad de docentes y estudiantes a lo largo del proceso.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Somos dois professores engajados com o ensino de língua inglesa (ELI) por uma perspectiva crítica. Como muitos outros professores de língua, nós temos sentido muito desconforto ao longo de nossas carreiras profissionais, quando temos que avaliar alguém. Alunos, por sua vez, também vivenciam o desencadeamento de emoções como insegurança e impostura ao enfrentar um teste. Isso acontece pois ainda há um predomínio de pressupostos estruturalistas, modernos e positivistas no ensino, e mais evidentemente, na avaliação. Nesta realidade, voltamos nossa atenção para avaliação de uma forma mais crítica, tentando desenvolver um projeto que desafie os paradigmas tradicionais, hegemônicos e normativos de avaliação no ELI, propondo uma alternativa otherwise. Desse modo, em um centro de línguas de uma universidade federal no Brasil, decidimos explorar uma forma diferente de avaliar pedindo para os alunos criarem booklets colaborativamente durante um semestre. Neste artigo, apresentamos e refletimos sobre nossa abordagem. Concluímos argumentando que a avaliação pode ser vista como um movimento de avaliar se avaliando, uma prática caracterizada pela reflexividade de professores e alunos no decorrer do processo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Nous sommes deux enseignants d&#8217;anglais chez une perspective critique. Comme tais des autres enseignant qui partagent cette pensée, nous avons ressenti un profond malaise tout au long de nos carrières au moment d&#8217;évaluer. À leur tour, les étudiants ressentent également des émotions telles que l&#8217;insécurité et l&#8217;imposture face aux examens. Cela est dû à la prédominance des hypothèses structuralistes, modernes et positivistes dans l&#8217;enseignement et, de manière plus évidente, dans l&#8217;évaluation. Dans ce contexte, nous avons porté notre attention sur l&#8217;évaluation d&#8217;un point de vue plus critique, en essayant de développer un projet qui remettrait en question les paradigmes traditionnels, hégémoniques et normatifs de l&#8217;enseignement de l&#8217;anglais et proposerait une alternative. Ainsi, dans un centre de langues d&#8217;une université fédérale du Brésil, nous avons décidé d&#8217;explorer un mode d&#8217;évaluation différent en demandant aux étudiants de créer des manuels en collaboration au cours d&#8217;un semestre. Dans cet article, nous présentons la méthode que nous avons adoptée et nous y réfléchissons. Nous concluons en affirmant que l&#8217;évaluation peut être considérée comme un mouvement d&#8217;avaliar se avaliando, une pratique caractérisée par la réflexivité des enseignants et des élèves tout au long du processus.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[assessment]]></kwd>
<kwd lng="en"><![CDATA[ELT]]></kwd>
<kwd lng="en"><![CDATA[critical literacy]]></kwd>
<kwd lng="en"><![CDATA[decoloniality]]></kwd>
<kwd lng="en"><![CDATA[assessment otherwise]]></kwd>
<kwd lng="es"><![CDATA[evaluación]]></kwd>
<kwd lng="es"><![CDATA[ELT]]></kwd>
<kwd lng="es"><![CDATA[literacidad crítica]]></kwd>
<kwd lng="es"><![CDATA[decolonialidad]]></kwd>
<kwd lng="es"><![CDATA[evaluación de otra forma]]></kwd>
<kwd lng="pt"><![CDATA[avaliação]]></kwd>
<kwd lng="pt"><![CDATA[ensino de língua inglesa]]></kwd>
<kwd lng="pt"><![CDATA[ELI]]></kwd>
<kwd lng="pt"><![CDATA[letramento crítico]]></kwd>
<kwd lng="pt"><![CDATA[decolonialidade]]></kwd>
<kwd lng="pt"><![CDATA[avaliação otherwise]]></kwd>
<kwd lng="fr"><![CDATA[évaluation]]></kwd>
<kwd lng="fr"><![CDATA[enseignement d&#8217;anglais langue étrangère]]></kwd>
<kwd lng="fr"><![CDATA[littéracité critique]]></kwd>
<kwd lng="fr"><![CDATA[décolonialité]]></kwd>
<kwd lng="fr"><![CDATA[évaluation autrement]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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