<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0103-6831</journal-id>
<journal-title><![CDATA[Estudos em Avaliação Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Est. Aval. Educ.]]></abbrev-journal-title>
<issn>0103-6831</issn>
<publisher>
<publisher-name><![CDATA[Fundação Carlos Chagas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0103-68312025000100105</article-id>
<article-id pub-id-type="doi">10.18222/eae.v36.11474</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[REFLEXIVIDADE DIALÓGICA: UMA AVALIAÇÃO COLABORATIVA NO ENSINO DE INGLÊS]]></article-title>
<article-title xml:lang="es"><![CDATA[REFLEXIVIDAD DIALÓGICA: UNA EVALUACIÓN COLABORATIVA EN LA ENSEÑANZA DEL INGLÉS]]></article-title>
<article-title xml:lang="en"><![CDATA[DIALOGIC REFLEXIVITY: A COLLABORATIVE ASSESSMENT IN ENGLISH LANGUAGE TEACHING]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[HAUS]]></surname>
<given-names><![CDATA[CAMILA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>36</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0103-68312025000100105&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0103-68312025000100105&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0103-68312025000100105&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A partir da observação do predomínio de teorias, práticas e políticas avaliativas tradicionais e coloniais no ensino de inglês, o presente artigo tem como objetivo vislumbrar possibilidades otherwise, com base em perspectivas decoloniais da linguística aplicada crítica feita no Brasil. Em uma pesquisa-ação autoetnográfica colaborativa, desenvolveu- -se uma avaliação alternativa em duas turmas de inglês pré-intermediário no projeto UTFPR Idiomas pelo período de um semestre. Neste estudo, essa experiência é relatada, e levanta-se a possibilidade de pensarmos a avaliação enquanto reflexividade dialógica, enfatizando a importância do envolvimento do aprendiz não só no processo, mas também no debate sobre as complexidades da linguagem e da avaliação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN A partir de la observación del predominio de teorías, prácticas y políticas de evaluación tradicionales y coloniales en la enseñanza del inglés, este artículo tiene como objetivo visualizar posibilidades otherwise, con base en perspectivas decoloniales de la lingüística crítica aplicada en Brasil. En una investigación-acción auto etnográfica colaborativa, se desarrolló una evaluación alternativa en dos clases de inglés pre-intermedio del proyecto UTFPR Idiomas durante un semestre. Este estudio informa sobre esta experiencia y plantea la posibilidad de considerar la evaluación como reflexividad dialógica, enfatizando la importancia de la participación del alumnado no solo en el proceso, sino también en el debate sobre las complejidades del lenguaje y de la evaluación.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Based on the observation of the predominance of traditional and colonial assessment theories, practices, and policies in English language teaching, this article aims to explore other possibilities grounded in decolonial perspectives of critical applied linguistics in Brazil. In a collaborative autoethnographic action research project, an alternative assessment approach was developed in two pre-intermediate English classes within the UTFPR Idiomas project over the course of one semester. This study reports on this experience and proposes the possibility of understanding assessment as dialogic reflexivity, emphasizing the importance of learner involvement not only in the assessment process itself but also in discussions about the complexities of language and assessment.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[AVALIAÇÃO DA APRENDIZAGEM]]></kwd>
<kwd lng="pt"><![CDATA[ENSINO DE LÍNGUAS]]></kwd>
<kwd lng="pt"><![CDATA[DECOLONIALIDADE.]]></kwd>
<kwd lng="es"><![CDATA[EVALUACIÓN DEL APRENDIZAJE]]></kwd>
<kwd lng="es"><![CDATA[ENSEÑANZA DE IDIOMAS]]></kwd>
<kwd lng="es"><![CDATA[DECOLONIALIDAD.]]></kwd>
<kwd lng="en"><![CDATA[LEARNING ASSESSMENT]]></kwd>
<kwd lng="en"><![CDATA[LANGUAGE TEACHING]]></kwd>
<kwd lng="en"><![CDATA[DECOLONIALITY.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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