<?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>1983-1730</journal-id>
<journal-title><![CDATA[Ensino em Re-Vista]]></journal-title>
<abbrev-journal-title><![CDATA[Ensino em Re-Vista]]></abbrev-journal-title>
<issn>1983-1730</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-17302020000401332</article-id>
<article-id pub-id-type="doi">10.14393/er-v27nea2020-7</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Interação oral em língua espanhola: uma proposta de imersão comunicativa e tecnológica para estudantes de cursos livres]]></article-title>
<article-title xml:lang="es"><![CDATA[Interacción oral en lengua española: una propuesta de inmersión comunicativa y tecnológica para estudiantes de cursos libres]]></article-title>
<article-title xml:lang="en"><![CDATA[Oral interaction in Spanish: a proposal for communicative and technological immersion for students of free courses]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Coelho]]></surname>
<given-names><![CDATA[Iandra Maria Weirich da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Soares]]></surname>
<given-names><![CDATA[Franciane de Araújo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Santa Catarina  ]]></institution>
<addr-line><![CDATA[ Santa Catarina]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Federal de Educação Ciência e Tecnologia do Amazonas  ]]></institution>
<addr-line><![CDATA[Manaus Amazonas]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<volume>27</volume>
<numero>spe</numero>
<fpage>1332</fpage>
<lpage>1356</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-17302020000401332&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-17302020000401332&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-17302020000401332&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo apresenta uma proposta para avaliar a interação oral, no contexto de ensino-aprendizagem de Língua Espanhola (LE). Dada à dificuldade de professores em avaliar essa habilidade comunicativa, especialmente na modalidade de Cursos Livres, oferecidos em instituições de ensino brasileiras, foi desenvolvida uma proposta estruturada em três fases: compilação de uma Matriz de descritores para avaliar a interação oral em LE; elaboração de uma atividade didática, com ênfase na imersão comunicativa e tecnológica e construção de uma rubrica para autoavaliação. Os procedimentos metodológicos compreendem uma revisão bibliográfica e análise por meio de um Estudo de Caso, realizado com estudantes de espanhol, de nível intermediário, com o objetivo de identificar as principais contribuições e limitações encontradas. Os resultados indicam que a proposta contribuiu para fomentar a autoavaliação do próprio aprendizado e possibilitar a identificação dos níveis de desempenho, evidenciando a fluência e a pronúncia como os critérios de maior dificuldade para os estudantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este artículo presenta una propuesta para evaluar la interacción oral, en el contexto de la enseñanza-aprendizaje de la Lengua Española (LE). Dada la dificultad de profesores en evaluar esa habilidad comunicativa, especialmente en la modalidad de Cursos Libres, ofrecidos en instituciones de enseñanza brasileñas, se desarrolló una propuesta estructurada en tres fases: compilación de una Matriz de descriptores para evaluar la interacción oral en LE; elaboración de una actividad didáctica, con énfasis en la inmersión comunicativa y tecnológica y construcción de una rúbrica para autoevaluación. Los procedimientos metodológicos comprenden una revisión bibliográfica y análisis por medio de un Estudio de Caso, realizado con estudiantes de español, de nivel intermedio, con el objetivo de identificar las principales contribuciones y limitaciones encontradas. Los resultados indican que la propuesta contribuyó a fomentar la autoevaluación del propio aprendizaje y posibilitar la identificación de los niveles de desempeño, evidenciando la fluidez y la pronunciación como los criterios de mayor dificultad para los estudiantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This paper presents a proposal to evaluate oral interaction in the context of Spanish language teaching and learning. Given this difficulty of teachers to evaluate this communicative ability, especially in Open language courses modality, offered in Brazilian educational institutions, a structured proposal was developed in three phases: compilation of a descriptors Matrix for assessing the oral interaction in LE; elaboration of a didactic activity focused on communicative and technological immersion and building a rubric for self-evaluation. The methodological procedures consist of a bibliographic review and analysis through a case study conducted on students of an intermediate level of the Spanish language, aiming to identify the main contributions and limitations found. The results indicate that the proposal contributed to foster self-assessment of learning itself and enable the identification of performance levels, evidencing fluency, and pronunciation as the most difficult criteria for students.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Tecnologia educacional]]></kwd>
<kwd lng="pt"><![CDATA[Ensino-aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação]]></kwd>
<kwd lng="pt"><![CDATA[Competência comunicativa]]></kwd>
<kwd lng="pt"><![CDATA[Cursos de línguas]]></kwd>
<kwd lng="es"><![CDATA[Tecnología Educativa]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza-evaluación]]></kwd>
<kwd lng="es"><![CDATA[Competencia comunicativa]]></kwd>
<kwd lng="es"><![CDATA[Cursos de idiomas]]></kwd>
<kwd lng="en"><![CDATA[Educational technology]]></kwd>
<kwd lng="en"><![CDATA[Teaching, evaluation]]></kwd>
<kwd lng="en"><![CDATA[Communicative competence]]></kwd>
<kwd lng="en"><![CDATA[Language courses]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
