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The classic definition of competence, proposed by
Chomsky, addresses only the knowledge of language
structures and rules, without considering its social
function.
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In terms of the assessment process in English language
learning, it is correct to assert that the learning of English
should preferably be evaluated through qualitative tools,
aiming to prepare students for exams.
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The National Education Plan foresees a progressive increase in public investment in education until reaching the level of 15% of the Gross Domestic Product (GDP) by the end of the plan's validity period.
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In the traditional paradigm, assessment is based on
memorization and repetition, while in the complexity
paradigm, assessment aims to lead students to reflect
and understand, not just to memorize and recite.
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Returning assessments to students with additional notes,
not just indicating what is correct or incorrect, is a
recommended strategy to avoid embarrassment and
encourage self-assessment.
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According to Machado (2009), knowledge about text
genres is irrelevant for constructing meaning, as text
interpretation is independent of its generic structure.
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Teaching methods are directly related to the specific
objectives and content of disciplines, being applicable
universally and independent of students' characteristics.
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According to the Guidelines and Bases Law of Education– Federal Law nº 9.394/1996 and its amendments, it is
only the teachers responsibility to zeal for the students
attendency to classes.
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General Didactics is independent of the specific didactics
of teaching subjects because its main function is to
generalize processes and procedures obtained from the
investigation of the sciences that underpin teaching and
learning, without considering the methodological
peculiarities of each discipline.
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