Palavras-chave: ensino de língua inglesa, formação de professores de línguas, pósmodernidade, letramento crítico, atitude curricular.

No que diz respeito à discussão da avaliação de línguas diante das transformações epistemológicas assinaladas pelos novos estudos de letramento, concluímos que sua reconceituação deverá abarcar elementos até então negligenciados pela concepção convencional de educação. Trata-se, pois, de uma re-conceituação em curso e que requererá maior expansão de conhecimento por meio de pesquisas acadêmicas.Palavras-chave: ensino de línguas, avaliação da aprendizagem de línguas, teorias de letramentos, multiletramentos, letramento crítico. AbstractThe aim of this study is to investigate both conceptions and practices regarding English language assessment in some Elementary School communities. The reports of this investigation are then analyzed and serve as a starting point for a discussion about the theme from the perspective of the prevailing new literacy studies in the last decades. It is an interpretative-qualitative research, with ethnographic aspects (André, 2003), whose guiding questions are:How does language assessment evolve in English classes in someElementary School communities? II.What would the conception of language assessment be like from the perspective of the new literacy studies?Through research field, interviews with teachers and documentation analysis, we could identify a recurring conception of evaluation based on the paradigm of Modernity, whose most evident problems were its interpretation as measurement, the emphasis on objective and stable contents, and also the predominant use of written assessments.These findings, however, did not occur in a linear and homogeneous way, since both narratives and teaching practices appeared to be discontinuous and contradictory. Thus, we could curiously notice language structuralist conceptions together with formative evaluation and progressist views of language beside a more conventional evaluation concept.Regarding the discussion of language assessment towards the epistemological transformations signaled by the new literacy studies, we come to the conclusion that its re-conceptualization should enclose certain elements hitherto neglected by a conventional education conception. This, therefore, refers to a current reconceptualization, which will demand more academic research outcomes. Avaliar-se é perceber-se, identificando-se na história, na leitura do contexto, nas reais necessidades e ter acesso às informações sobre o mundo e à possibilidade de articulá-las e organizá-las.Broadfoot (1996: 03) igualmente assume a avaliação como ação fortemente presente nas relações humanas, situada no cerne da vida social:

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O presente artigo visa analisar o conceito de inglês como língua franca (ILF) que fundamenta o Componente Curricular Língua Inglesa da Base Nacional Comum Curricular – Ensino Fundamental (BNCC). Para tanto, inicia com a apresentação das principais definições deste conceito polêmico e polissêmico, com ênfase para as primeiras teorizações da década de 80 no âmbito das pesquisas internacionais de modo a culminar nas recentes reconceituações na produção científica brasileira, o que chamo aqui de ILF made in Brazil, evidenciando a natureza refratária, dialogizante e heteroglóssica do signo segundo Bakhtin. Após tecer considerações acerca desses conceitos, o artigo analisa a presença do conceito de ILF no Componente Curricular Língua Inglesa da BNCC, atestando a existência de um conflito epistemológico quando texto introdutório e quadros de conteúdos são confrontados, conflito posto na medida em que a natureza fluida e situada atribuída aos recentes debates sobre ILF entra em choque com a normatividade, consenso e padronização usualmente postos por um currículo nacional comum. À moda bakhtiniana, o artigo conclui em favor da não condenação desse conflito epistemológico na medida em que nele reside o jogo de sentidos e a transformação em potencial no encontro entre professor-sujeito-intérprete e ILF-enquanto-signo, de natureza refratária, dialogizante e heteroglóssica.

Several scholars in the field of education have questioned the constituent aspects of a curriculum that would better respond to the rising demands in contemporary societies. The relevance of such enquiry finds its place in the very transformations in today's societies marked by significant changes in the ways of knowing, being, and acting primarily due to the advent of new digital media in more recent globalizing processes. As Burke (2009) has stated, if schools wish to maintain their relevance in society, they must take into account such changes by first and foremost acknowledging the new and complex ways of making meanings in out-of-school literacy practices as equally legitimating those happening within school contexts. Along with Burke (ibid.), this paper advocates the need of rethinking the notion of curriculum in the light of the new ontologies and epistemologies of postmodernity. Such task proves itself to be a conundrum inasmuch as the very notion of curriculum has been traditionally founded on modern principles such as linearity, stability, and universality (Silva, 2009). In view of this, how can educators respond to the challenge of redefining what should be taught in schools in postmodern times so that students would better perform in relation to the self and the other within their social practices? This paper aims to analyse the relationship between postmodern philosophical concepts, curriculum theory and educational practice by presenting the notion of curricular attitude (Duboc, 2012) as a local redesign of teaching practices within a Brazilian educational context. Despite being situated in the field of foreign language teaching, the notion of a curricular attitude might be of interest of other areas of knowledge since it seeks to revisit teaching practices in the light of wider philosophical concerns.