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Dissertação (mestrado)—Universidade de Brasília, Instituto de Letras, Departamento de Línguas Estrangeiras e Tradução, Programa de Pós-Graduação em Linguística Aplicada, 2019. Nesta pesquisa, abordamos a maneira como a avaliação formativa pode transformar o cenário de uma escola de línguas. A prática da avaliação formativa não é a predominante nas escolas brasileiras. Por esse motivo, é necessário que os professores sejam formados para desenvolvê-la. Nesse sentido, a formação docente e o letramento em avalição podem contribuir para a modificação das concepções de avaliação dos professores, o que, no ensino de línguas, pode alterar também a concepção de linguagem, o planejamento e a organização do curso. Fazem parte da fundamentação teórica desta pesquisa estudos na área de avaliação BROWN, 2004, 1996; HADJI, 2001; HOFFMANN, 2017, 2018; LUCKESI, 2006; PERRENOUND, 1990; SCARAMUCCI, 1993, 2000, 2016; VILLAS BOAS 2002, 2018 entre outros. O objetivo geral da pesquisa aqui relatada é investigar como ocorre o processo de implementação de um outro modelo avaliativo no contexto pesquisado. Esta é uma pesquisa aplicada qualitativa na modalidade estudo de caso interpretativista e tem como instrumentos de coleta de dados entrevistas semiestruturadas realizadas com professores da unidade pesquisada, além da coleta de documentos referentes aos registros e arquivos das avaliações aplicadas na unidade escolar no período de 2012 a 2018. Os dados foram coletados e analisados no período que compreende de junho de 2017 a agosto de 2018. Os resultados do estudo apontam para o uso de instrumentos avaliativos ressignificados e também para a forte presença da avaliação formativa nas concepções e práticas da escola. Revelam ainda uma escola mais humana, preocupada com o desenvolvimento individual e com as aprendizagens de cada estudante. This research approaches the potential of formative assessment to transform the settings of a language school. Since formative assessment is not a prevalent practice in Brazilian schools, the study shows it is necessary that teachers become qualified to implement it. As a result of professional development and assessment literacy, teachers may well change their conceptions of assessment. Regarding language teaching, it can also imply a different conception of language, and consequently a change in planning and organizing language courses. The theoretical framework presented in this study refers to (BROWN, 2004, 1996; HADJI, 2001; HOFFMANN, 2017, 2018; LUCKESI, 2006; PERRENOUND, 1990; SCARAMUCCI, 1993, 2000, 2016; VILLAS BOAS 2002, 2018), among others. The general goal in this research is to examine the process of enactment of a new evaluation model in the investigated field. This applied research is a qualitative and interpretive case study. The data collection tools consisted of semi-structured interviews with teachers, as well as a collection of documents related to the records and files of tests and examinations conducted by the school from 2012 to 2018. The data collection and analysis took place from June 2017 to August 2018. Study findings point to the use of re-signified evaluation tools and hence to a strong incidence of formative assessment in the conceptions and practices of the school community. Results also reveal a more humanistic scenario, concerned with the development and learning of each individual student. En esta investigación, abordamos la forma en que la evaluación formativa puede transformar el escenario de una escuela de idiomas. La práctica de la evaluación formativa no es la predominante en las escuelas brasileñas. Por lo tanto, es necesario que los profesores estén formados para desarrollarla. En este sentido, la formación docente y el Letramento en evaluación pueden contribuir a una modificación de las concepciones de evaluación de los profesores, lo que en la enseñanza de lenguas puede alterar también la concepción del lenguaje, la planificación y organización del curso. Hacen parte de la fundamentación teórica de esta investigación estudios en el área de evaluación (BROWN, 2004, 1996; HADJI, 2001; HOFFMANN, 2017, 2018; LUCKESI, 2006; PERRENOUND, 1990; SCARAMUCCI, 1993, 2000, 2016; VILLAS BOAS 2002, 2018) entre otros. El objetivo general de esta investigación es investigar cómo ocurre el proceso de implementación de un nuevo modelo de evaluación en el contexto investigado. Esta es una investigación aplicada cualitativa de estudio de caso interpretativista y tuvo como instrumentos de recolección de datos la utilización de entrevistas semiestructuradas realizadas con profesores de la unidad investigada, además de la recolección de documentos referentes a los registros y archivos de las evaluaciones aplicadas en la unidad escolar en el período de 2012 a 2018. Los resultados del estudio apuntan para el uso de instrumentos evaluativos resignificados y también para la fuerte presencia de la evaluación formativa en las concepciones y prácticas de la escuela, revelan una escuela más humana, preocupada por el desarrollo individual y con los aprendizajes de cada estudiante. Palabras clave: evaluación; evaluación formativa; formación docente para la evaluación; Letramento en evaluación.

Supplementary material and methods, and results concerning the alternative models tested

Data relative to reduced major axis analyses showing comparisons of indices between IC model and regressions in hypsodont and hypselodont Mesotheriidae and Ctenodactylidae.

Upper and lower occlusal dental patterns of extant Ctenodactylidae.

Test of correlation between dental area and occlusal complexity.

CTENODACTYLINAE HINTON, 1933 Type genus: Ctenodactylus, Gray, 1828. Included genera: Sayimys, Prosayimys, Metasayimys, Africanomys, Sardomys, Pireddamys, Irhoudia, Pellegrinia, Pectinator, Massouteria, Felovia, Helanshania gen. nov. The genus Testouromys was erected by Robinson & Black (1974) for one complete m3, one broken m1, and one eroded M1, from a Tunisian Miocene locality (Testour). The m3 has a pattern close to that of some species of Sayimys, with open – V shaped mesosynclinid and metasynclinid, like in Sayimys baskini (López-Antoñanza & Sen, 2004). For that reason, Testouromys could be synonymized with Sayimys. Akzharomys, erected by Shevyreva (1994) on the basis of a few teeth from the lower Miocene Akhzarian Formation, has not been further used. From its trilobate pattern, the lack of a trigonoid structure on the m3, and the M2 with a sinus relatively longer than in molars of Helanshania or Prosayimys, as in the species of Sayimys, this genus is possibly a junior synonym of Sayimys. Geological range and geographical distribution: Late early to early late Oligocene in Central Asia (Inner Mongolia), from early to late Miocene (North China, Mongolia, Kazakhstan, North India, Pakistan, Greece, Turkey, Libya, Morocco, Sardinia), Pleistocene (Sicily), Recent (arid zones of North Africa, from Morocco to Libya, Saharan Africa from Mauritania, Algeria, Chad to Ethiopia and Somalia). Emended differential diagnosis Ctenodactylinae differ from Tataromyinae in: Skull and mandible: ‘reduction’ of the temporal masticatory apparatus, which includes a small temporal fossa and a weak temporal crest, low condyle and low to absent coronoid process; sciurognathous mandible showing a great development of the masseter -pterygoid masticatory apparatus, with a single horizontal heavy masseteric crest. Cheek teeth: reduction of the premolars (in size and eventually in number) compared to the Tataromyinae; dental formula 1/1, 2-1/1-0, 3/3. DP4/dp4 may be retained a more or less long time; then P4/p4 may be lost early in life. Cheek teeth from unilaterally hypsodont to hypsodont; cementum occasionally filling the sinus (sinusid) and synclines (synclinids). Entolophid displaced forward, to the middle of the lower molars; possible reduction of the mesosynclinid; anterocone absent on the upper cheek teeth; hypocone as strong as the protocone; reduction of the anterior and posterior synclines on the upper molars; tendency to produce a bilobate pattern, first on upper, then on lower, molars., Published as part of Vianey-Liaud, Monique, Rodrigues, Helder Gomes & Marivaux, Laurent, 2010, A new Oligocene Ctenodactylinae (Rodentia: Mammalia) from Ulantatal (nei Mongol): new insight on the phylogenetic origins of the modern Ctenodactylidae, pp. 531-550 in Zoological Journal of the Linnean Society 160 (3) on page 533, DOI: 10.1111/j.1096-3642.2010.00615.x, http://zenodo.org/record/5493899, {"references":["Hinton MAC. 1933. Diagnoses of new Genera and Species of Rodents from the Indian Tertiary deposits. Annales and Magasine of Natural History 10 (12): 620 - 622.","Robinson P, Black CC. 1974. Vertebrate faunas from the Neogene of Tunisia. Annals of the Geological Survey of Egypt IV: 319 - 332.","Lopez-Antonanza R, Sen S. 2004. Ctenodactylids from the lower and middle Miocene of Saudi Arabia. Paleontology 47: 1477 - 1494.","Shevyreva N. 1994. A new neogene Ctenodactyloidea (Rodentia, Mammalia) from the Zaisan depression (Eastern Kazakhstan). Paleontologicheskii Zhurnal 28: 126 - 131."]}