<?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>S0103-68312020000100007</article-id>
<article-id pub-id-type="doi">10.18222/eae.v31i76.7010</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[SELF-ASSESSMENT: OBSERVING AND ANALYZING THE TEACHING PRACTICE]]></article-title>
<article-title xml:lang="es"><![CDATA[AUTOEVALUACIÓN: OBSERVANDO Y ANALIZANDO LA PRÁCTICA DOCENTE]]></article-title>
<article-title xml:lang="pt"><![CDATA[AUTOAVALIAÇÃO: OBSERVANDO E ANALISANDO A PRÁTICA DOCENTE]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[PEREIRA]]></surname>
<given-names><![CDATA[MARCELO ALMEIDA DE CAMARGO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[BARRO]]></surname>
<given-names><![CDATA[DÂNIA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[TREZZI]]></surname>
<given-names><![CDATA[CLÓVIS]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SPICER-ESCALANTE]]></surname>
<given-names><![CDATA[MARIA LUISA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[FELICETTI]]></surname>
<given-names><![CDATA[VERA LUCIA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade LaSalle  ]]></institution>
<addr-line><![CDATA[Canoas RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Faculdade IDEAU  ]]></institution>
<addr-line><![CDATA[Getúlio Vargas RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade LaSalle  ]]></institution>
<addr-line><![CDATA[Canoas RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Utah State University  ]]></institution>
<addr-line><![CDATA[Logan ]]></addr-line>
<country>USA</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidade LaSalle  ]]></institution>
<addr-line><![CDATA[Canoas RS]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<volume>31</volume>
<numero>76</numero>
<fpage>7</fpage>
<lpage>26</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0103-68312020000100007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0103-68312020000100007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0103-68312020000100007&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Teachers&#8217; activities involve, among others, analyzing, assessing, reflecting on and improving their own classroom practice. Self-assessment may contribute to teaching and learning processes, as well as to personal development. This study presents the results of reflection about two classes where the SATS (Self-Assessment of Teaching Statement) model was applied. The use of the SATS tool was qualitatively analyzed based on the recording of two different classes at two distinct Higher Education Institutions, thus giving rise to metatexts. Based on these, the study describes the &#8220;Warm-Up&#8221;, i.e., the class&#8217; introductory stage in which students are prepared for the day&#8217;s learning; and the &#8220;Classroom Development&#8221; itself, with particular attention to the following characteristics: teacher-student interaction, didactic strategies, timing, and the real contexts used. The results indicate the possibilities of reflection enabled by the tool on and in pedagogical practice.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este estudio presenta los resultados de la reflexión realizada en dos clases, a través de la herramienta SATS (Self-assessment of Teaching Statement). El análisis cualitativo del uso de la herramienta se realizó a partir del registro de estas clases en dos Instituciones de Educación Superior diferentes, originando metatextos , a partir de los cuales se describe la &#8220;Preparación&#8221;, periodo inicial de la clase en la que se sitúa al estudiante en relación con el aprendizaje de ese día y el &#8220;Desarrollo de la clase&#8221;, con una mirada cuidadosa a las características: interacción profesor-alumno, empleo de estrategias didácticas, tiempo y contextos reales utilizados. Los resultados señalan las posibilidades de reflexión en la acción pedagógica proporcionada por la herramienta.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este estudo apresenta os resultados da reflexão conduzida em duas aulas, por meio da ferramenta SATS (Self-assessment of Teaching Statement). A análise qualitativa da utilização da ferramenta foi realizada com base na gravação dessas aulas em duas IES (Instituições de Ensino Superior) distintas, originando metatextos. A partir dos quais descreve-se o &#8220;Aquecimento&#8221;, período inicial da aula em que se situa o estudante em relação à aprendizagem daquele dia; e o &#8220;Desenvolvimento da Aula&#8221;, com olhar atento às características: interação professor-aluno, uso de estratégias didáticas, tempo, e contextos reais utilizados. Os resultados apontam para as possibilidades de reflexão em e na ação pedagógica proporcionada pela ferramenta.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[TEACHING AND LEARNING PROCESSES]]></kwd>
<kwd lng="en"><![CDATA[TEACHING PRACTICE]]></kwd>
<kwd lng="en"><![CDATA[SELF-ASSESSMENT]]></kwd>
<kwd lng="en"><![CDATA[HIGHER EDUCATION]]></kwd>
<kwd lng="es"><![CDATA[PROCESOS DE ENSEÑANZA-APRENDIZAJE]]></kwd>
<kwd lng="es"><![CDATA[PRÁCTICA DOCENTE]]></kwd>
<kwd lng="es"><![CDATA[AUTOEVALUACIÓN]]></kwd>
<kwd lng="es"><![CDATA[EDUCACIÓN SUPERIOR]]></kwd>
<kwd lng="pt"><![CDATA[PROCESSOS DE ENSINO-APRENDIZAGEM]]></kwd>
<kwd lng="pt"><![CDATA[PRÁTICA DOCENTE]]></kwd>
<kwd lng="pt"><![CDATA[AUTOAVALIAÇÃO]]></kwd>
<kwd lng="pt"><![CDATA[EDUCAÇÃO SUPERIOR]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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