(RE)PENSANDO A AVALIAÇÃO DE LÍNGUA ESPANHOLA COM USO DE MATRIZ DE DESCRITORES: POSSIBILIDADES E DESAFIOS

Abstract

This paper deals with the evaluation of the Spanish language and the need to (re) think new practices that can contribute to the teaching and learning process, in the light of the cognitive, communicative and sociocultural perspective. It presents a proposal for the use of a matrix composed of descriptors, compiled from the Common European Framework of Reference for Languages ​​(QCER) and official Spanish certifications, organized based on a documentary and qualitative research. The results show contributions to the elaboration of evaluation instruments and a discussion that aims to foster the creation of new matrices, the establishment of common reference levels and the correspondence between schooling and QCER proficiency levels. Among the challenges, the need for new roles aimed at student autonomy and protagonism in the evaluation process, the use of new training spaces and the expansion of illustrative language proficiency descriptors are highlighted.