A social-cognitive view of assessment in school texts

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 tasks.

Assessment; Social-cognitive hypothesis; Conceptual blending; Interaction; Portuguese language teaching


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