Uma visão sociocognitiva da avaliação em textos escolares

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In the eighties, while discussing problematic aspects of students' texts in Portuguese language classes, educator Percival Brito claimed that, in the student-teacher relationship in the classroom, school is personified in the teacher's figure, which would cause a dispersonification of both parts. This paper amplifies the validation scope of this idea by inserting it in a social-cognitive framework about language, which defines the relationship depicted above as a conceptual blending. It thus summarizes the social-cognitive presuppositions basic to our study and describes the conceptual blending in the phenomenon at issue. In a case study, we verify how the presence of the school institution in the teacher-student relationship can define "right-wrong" judgments for school task. © 2007 CEDES.




Gerhardt, A. F. L. M. (2006). Uma visão sociocognitiva da avaliação em textos escolares. Educacao e Sociedade, 27(97), 1181–1203.

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