<?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>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022015000501299</article-id>
<article-id pub-id-type="doi">10.1590/S1517-9702201508143035</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Na contramão da lógica do controle em contextos de avaliação: por uma educação democrática e emancipatória]]></article-title>
<article-title xml:lang="en"><![CDATA[Running against the logic of control in assessment: for democratic and emancipatory education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Saul]]></surname>
<given-names><![CDATA[Ana Maria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<volume>41</volume>
<numero>spe</numero>
<fpage>1299</fpage>
<lpage>1311</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022015000501299&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022015000501299&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022015000501299&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[ResumoO presente texto p&#245;e em quest&#227;o duas ideias-for&#231;a: avalia&#231;&#227;o educacional e qualidade da educa&#231;&#227;o. Por vezes, a rela&#231;&#227;o entre essas duas ideias &#233; assumida linearmente, como se a avalia&#231;&#227;o, de per se, pudesse gerar a melhoria da qualidade da educa&#231;&#227;o. O texto prop&#245;e-se a analisar uma posi&#231;&#227;o hegem&#244;nica em nossa sociedade &#8211; na qual a avalia&#231;&#227;o, sob a l&#243;gica do controle, tem direcionado uma educa&#231;&#227;o que se anuncia como de qualidade &#8211;, e desvela as consequ&#234;ncias dessa l&#243;gica da avalia&#231;&#227;o para a escola, o curr&#237;culo e a forma&#231;&#227;o de educadores. Em contraposi&#231;&#227;o, apresenta e defende uma matriz contra-hegem&#244;nica como refer&#234;ncia para a qualidade da educa&#231;&#227;o, em uma perspectiva democr&#225;tica e emancipat&#243;ria, concretizada na pol&#237;tica, teoria e pr&#225;tica de Paulo Freire, em sua gest&#227;o, como Secret&#225;rio da Educa&#231;&#227;o da cidade de S&#227;o Paulo, no per&#237;odo 1989-1992. Esse per&#237;odo teve como proposta de pol&#237;tica educacional a constru&#231;&#227;o da educa&#231;&#227;o p&#250;blica, popular e democr&#225;tica. Para Freire (1997, p. 131): &#8220;[...] a quest&#227;o que se coloca a n&#243;s &#233; lutar em favor da compreens&#227;o e da pr&#225;tica da avalia&#231;&#227;o enquanto instrumento de aprecia&#231;&#227;o do quefazer de sujeitos cr&#237;ticos a servi&#231;o, por isso mesmo, da liberta&#231;&#227;o e n&#227;o da domestica&#231;&#227;o&#8221;.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[AbstractThis text focuses on two driving ideas: educational assessment and quality of education. Sometimes the relationship between these two ideas is linearly considered, as if assessment per se could improve the quality of education. This text analyzes a hegemonic position in our society &#8211; according to which assessment, under the logic of control, has directed an education that claims to have high quality &#8211; and unveils the consequences of this logic of assessment for the school, the curriculum and teacher education. In contraposition, from a democratic and emancipatory perspective, it presents and defends a counter-hegemonic reference for the quality of education, realized in Paulo Freire&#8217;s policy, theory and practice as the Secretary of Education of S&#227;o Paulo city, from 1989 to 1992. In this period, the educational policy proposed was the construction of a public, popular, and democratic education. For Freire (1997, p. 116): &#8220;[...] the question that we face is to fight for the understanding and the practice of assessment as an instrument of appraisal of &#8216;what to do&#8217; of subjects who are critical and thus at service of liberation, not of taming&#8221;II.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Avaliação educacional]]></kwd>
<kwd lng="pt"><![CDATA[Educação emancipatória]]></kwd>
<kwd lng="pt"><![CDATA[Paulo Freire]]></kwd>
<kwd lng="en"><![CDATA[Educational assessment]]></kwd>
<kwd lng="en"><![CDATA[Emancipatory education]]></kwd>
<kwd lng="en"><![CDATA[Paulo Freire]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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