A proficiência oral em língua portuguesa como língua materna: usando a metodologia do exame Celpe-Bras para avaliar alunos na educação básica

Abstract

This work arose due to my work as an evaluator of the oral part of the Celpe-Bras exam. As a mother tongue teacher inserted in this new assessment context, some questions emerged: if my mother tongue students were to undergo an exam, testing their oral competence in Portuguese, how would they be evaluated? How does the school structure its oral activities and assessments? How to assess the oral proficiency of native language students? What results would a work proposal aimed at this purpose bring? Such questions revealed the need for research into teaching-learning, assessment and proficiency in the Portuguese language, regarding the oral modality in schools. Thus, our general objective is to analyze the oral proficiency of PLM students in a specific oral genre, adopted by the Celpe-Bras exam: the evaluative interview. As specific objectives, we sought to investigate the specificities of the Celpe-Bras oral proficiency assessment; analyze the effects of this oral proficiency assessment in PLM and relate the results of the Celpe-Bras proficiency assessment to the teaching of oral proficiency in PLM. Thus, going through the place of orality in language teaching and the construct of the Celpe-Bras exam, we present the methodology adopted and the analysis of the data obtained, suggesting an adaptation of the grids used in the exam for foreigners as a formative assessment tool for orality in PLM students.