On the track of the Incas with German students: an assessment proposal for a Remote Learning environment

Abstract

The aim of this contribution is to present and analyze a proposal for a structured assessment activity for a class of fifteen adults who have been studying German for a year and a half (level A1.3). A video, two images and original texts selected and adapted from Internet searches were used for the preparation of the activity. These materials served to feed the debate in three groups and the reading and writing skills in German, which were measured by the pedagogical use of electronic tools. The main theoretical assumptions were: a) Freire's thinking about Praxis, based on the intention of using the German language to address topics that are closer to the students' daily lives; b) the notion present in the theory of Translanguaging, such as the Linguistic Repertoire to be mobilized for readings in both languages; and c) the notion of cracks from colonial theorists, since this proposal seeks to use the contents and vocabulary to permeate the structures of the textbook and its ideological positions, redefining its original proposal and content with a decolonial and Latin-identitarian content. As this is an assessment activity, the concept of “construct” is still debated and applied in the preparation of a table, in order to assist in the process of assigning grades for group work.The results obtained from the application of these assessment activities resulted in a debate in the large group and written productions, which contributed to the use of the foreign language in topics that interest the subject-student, as well as a reflection inclined to value the materialities of the Global South.