<?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>S0103-68312025000100321</article-id>
<article-id pub-id-type="doi">10.18222/eae.v36.11472</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A AVALIAÇÃO EM UMA ESCOLA FRANCESA: UM OLHAR VOLTADO PARA A HETEROGENEIDADE]]></article-title>
<article-title xml:lang="es"><![CDATA[LA EVALUACIÓN EN UNA ESCUELA FRANCESA: UNA MIRADA A LA HETEROGENEIDAD]]></article-title>
<article-title xml:lang="en"><![CDATA[ASSESSMENT IN A FRENCH SCHOOL: A PERSPECTIVE ON HETEROGENEITY]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MALHEIROS]]></surname>
<given-names><![CDATA[EMMANUELLA DE ALMEIDA BARROS FIGUEIRÊDO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[FERREIRA]]></surname>
<given-names><![CDATA[ANDREA TEREZA BRITO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Pernambuco (UPE)  ]]></institution>
<addr-line><![CDATA[Petrolina PE]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Pernambuco (UFPE)  ]]></institution>
<addr-line><![CDATA[Recife PE]]></addr-line>
<country>Brasil</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=S0103-68312025000100321&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0103-68312025000100321&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0103-68312025000100321&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Para o desenvolvimento desta pesquisa, realizamos um estudo de caso de natureza qualitativa com o objetivo de investigar a prática avaliativa de uma professora francesa da cidade de Lyon, atuante em uma turma do cours préparatoire. Nessa direção, o trabalho se desenvolveu nos anos letivos de 2021 e 2022, na França. A coleta de dados foi feita por meio de observações, entrevistas e minientrevistas. Os resultados revelaram que a professora francesa utilizava uma abordagem de avaliação mais formativa. Concluímos que as avaliações cotidianas eram realizadas no exercício diário da sala de aula e que os resultados dessas avaliações eram considerados para redimensionar e diversificar o ensino.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Para desarrollar esta investigación, realizamos un estudio de caso cualitativo con el objetivo de investigar las prácticas de evaluación de una profesora francesa de la ciudad de Lyon, que actúa en un grupo del cours préparatoire. En ese sentido, el trabajo se desarrolló entre los años 2021 y 2022 en Francia. La recopilación de datos se realizó mediante observaciones, entrevistas y minientrevistas. Los resultados revelaron que la profesora francesa utilizaba un enfoque de evaluación más formativo. Concluimos que las evaluaciones cotidianas eran realizadas en la práctica diaria del aula y que los resultados de esas evaluaciones se utilizaban para redefinir y diversificar la enseñanza.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT For the development of this research, we conducted a qualitative case study aimed at investigating the assessment practices of a French teacher from the city of Lyon, working with a cours préparatoire class. The study was carried out during the 2021 and 2022 academic years in France. Data collection included observations, interviews, and short interviews. The findings revealed that the French teacher employed a more formative assessment approach. We concluded that daily assessments were carried out in the day-to-day classroom routine and that the results of these assessments were used to adjust and diversify teaching.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[AVALIAÇÃO ESCOLAR]]></kwd>
<kwd lng="pt"><![CDATA[CLASSE HETEROGÊNEA]]></kwd>
<kwd lng="pt"><![CDATA[PRÁTICA DOCENTE]]></kwd>
<kwd lng="es"><![CDATA[EVALUACIÓN ESCOLAR]]></kwd>
<kwd lng="es"><![CDATA[CLASE HETEROGÉNEA]]></kwd>
<kwd lng="es"><![CDATA[PRÁCTICA DOCENTE]]></kwd>
<kwd lng="en"><![CDATA[SCHOOL ASSESSMENT]]></kwd>
<kwd lng="en"><![CDATA[HETEROGENEOUS CLASS]]></kwd>
<kwd lng="en"><![CDATA[TEACHING PRACTICE]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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