A AUTOAVALIA O NA APRENDIZAGEM DE LíNGUA INGLESA: SUBSíDIO PARA RECONHECIMENTO DA PRóPRIA APRENDIZAGEM E GEST O DO ERRO

The official directives for foreign language teaching in primary educationstate the need for strategies which allow the student to be critical in the contextin which he/she is inserted and to establish a dialogue with other realities. Aslearning a language demands constant study, even after the school period – whenthere are no more teachers as mediators - the development of greater autonomyfor learning becomes relevant. An option, revealed in the literature as a trigger forgreater cognitive independence, is the use of self-assessment. This study is partof a master’s study in progress, and aims at analysing the effectiveness of self--assessment in the recognition of learning and of error as a possibility for learning.The research adopted a qualitative approach in the form of a case study, and involved36 students from the 8th grade in a public school in the north of Paraná. Theinformation from the instruments for data collection was subjected to thematiccontent analysis, which allowed us to notice the following results: most students,after working with self-assessment, proved to be able to recognize their strengthsand difficulties, and saw error as a tool to promote changes in learning, revealingthe potential of self-assessment to trigger reflection upon their learning.