<?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>S0103-68312025000100320</article-id>
<article-id pub-id-type="doi">10.18222/eae.v36.11524</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[AVALIAÇÃO EM HISTÓRIA NO ENSINO PRIMÁRIO ANGOLANO: DO INSTITUÍDO AO INSTITUINTE]]></article-title>
<article-title xml:lang="es"><![CDATA[EVALUACIÓN EN HISTORIA EN LA EDUCACIÓN PRIMARIA ANGOLEÑA: DE LO INSTITUIDO A LO INSTITUYENTE]]></article-title>
<article-title xml:lang="en"><![CDATA[ASSESSMENT IN HISTORY TEACHING IN ANGOLAN PRIMARY EDUCATION: FROM THE INSTITUTED TO THE INSTITUTING]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[EMANUEL]]></surname>
<given-names><![CDATA[VITA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[COSTA]]></surname>
<given-names><![CDATA[NILZA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Nacional de Avaliação e de Desenvolvimento da Educação (Inade)  ]]></institution>
<addr-line><![CDATA[Luanda ]]></addr-line>
<country>Angola</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Aveiro (UA) Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) ]]></institution>
<addr-line><![CDATA[Aveiro ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>36</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0103-68312025000100320&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0103-68312025000100320&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0103-68312025000100320&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Discute-se a avaliação a serviço das aprendizagens de alunos da 5a e 6a classes do ensino primário angolano, segundo três eixos (teórico, político-normativo e contextual), com incidência para a disciplina de história. O estudo objetivou a análise de conceções e práticas avaliativas no ensino dessa disciplina, à luz de abordagens promotoras do papel da avaliação a serviço da aprendizagem. Utilizou-se o paradigma metodológico interpretativo, recorrendo-se à análise documental, entrevistas, observação de aulas e um desenho de estudo de caso. Os resultados indicam uma forte discrepância entre o instituído e o instituinte, o primeiro orientado para perspetivas mais atuais ao invés do segundo. Sugere-se um investimento na formação de professores do ensino primário em Angola no domínio de avaliação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Se discute la evaluación al servicio del aprendizaje de los alumnos de 5o y 6o año de la educación primaria angoleña según tres ejes (teórico, político-normativo y contextual) con incidencia en la asignatura de historia. El estudio tuvo como objetivo el análisis de conceptos y prácticas de evaluación en la enseñanza de esta materia, a la luz de enfoques promotores del papel de la evaluación al servicio del aprendizaje. Se utilizó el paradigma metodológico interpretativo, utilizando análisis documental, entrevistas, observación de clases, y un diseño de estudio de caso. Los resultados indican una fuerte discrepancia entre lo instituido y el instituyente, el primero orientado hacia perspectivas más actuales que el segundo. Se sugiere una inversión en la formación de profesores de educación primaria en Angola en el ámbito de la evaluación.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This study discusses assessment practices aimed at supporting student learning in the 5th and 6th grades in Angolan primary education according to three axes (theoretical, political-normative and contextual), with a particular focus on the subject of history. The study aims at analysing assessment concepts and practices in the teaching of history, in the light of approaches that promote the role of assessment for learning. The research followed an interpretive methodological paradigm and employed document analysis, interviews and classroom observation, and a case study design. The findings point to a discrepancy between the instituted and the instituting, the former oriented towards more current perspectives rather than the latter. The study suggests investment in teacher training in Angola&#8217;s primary education system, particularly in the field of assessment.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[AVALIAÇÃO DA APRENDIZAGEM]]></kwd>
<kwd lng="pt"><![CDATA[ENSINO DE HISTÓRIA]]></kwd>
<kwd lng="pt"><![CDATA[ENSINO PRIMÁRIO]]></kwd>
<kwd lng="pt"><![CDATA[PRÁTICA DOCENTE]]></kwd>
<kwd lng="es"><![CDATA[EVALUACIÓN DEL APRENDIZAJE]]></kwd>
<kwd lng="es"><![CDATA[ENSEÑANZA DE HISTORIA]]></kwd>
<kwd lng="es"><![CDATA[ENSEÑANZA PRIMARIA]]></kwd>
<kwd lng="es"><![CDATA[PRÁCTICA DE LA ENSEÑANZA]]></kwd>
<kwd lng="en"><![CDATA[LEARNING ASSESSMENT]]></kwd>
<kwd lng="en"><![CDATA[TEACHING HISTORY]]></kwd>
<kwd lng="en"><![CDATA[PRIMARY EDUCATION]]></kwd>
<kwd lng="en"><![CDATA[TEACHING PRACTICE]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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