<?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>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[e-Curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762019000200748</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2019v17i2p748-767</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[POR UMA PEDAGOGIA DA AVALIAÇÃO EDUCACIONAL: PRESSUPOSTOS EPISTEMOLÓGICOS, TESSITURAS SOCIAIS]]></article-title>
<article-title xml:lang="en"><![CDATA[FOR A PEDAGOGY OF EDUCATIONAL EVALUATION: EPISTEMOLOGICAL ASSUMPTIONS, SOCIAL TESSITURES]]></article-title>
<article-title xml:lang="es"><![CDATA[POR UNA PEDAGOGÍA DE LA EVALUACIÓN EDUCATIVA: PRESUPUESTOS EPISTEMOLÓGICOS, TESITURAS SOCIALES]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SILVA]]></surname>
<given-names><![CDATA[Roberto Araújo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[FRANCO]]></surname>
<given-names><![CDATA[Maria Amélia do Rosário Santoro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Católica de Santos  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Católica de Santos Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2019</year>
</pub-date>
<volume>17</volume>
<numero>2</numero>
<fpage>748</fpage>
<lpage>767</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762019000200748&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762019000200748&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762019000200748&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O ensaio analisa a avaliação educacional a partir de sua ontologia e epistemologia. Interpreta a avaliação como práxis multifacetada e intersubjetiva construída em variadas tessituras sociais. Defende a pedagogia da avaliação educacional, isto é, que a avaliação, como prática valorativa de objetos/fenômenos educativos, pode e deve ser pedagógica, para tanto, aponta seus pressupostos epistemológicos. Investiga duas concepções antagônicas de avaliação: o controle e a emancipação, com base no exemplo do SINAES (Sistema Nacional de Avaliação da Educação Superior). Objetiva responder a seguinte pergunta: a qual destes conceitos os princípios que atualmente regem o SINAES se aproximam? De caráter teórico-analítico, o estudo fundamenta-se na perspectiva da Sociologia da Avaliação e vale-se de revisão bibliográfica e análise documental. Embora o SINAES tenha sido elaborado com o intuito de integrar paradigmas divergentes, a análise indica que, na atualidade, o Sistema concentra elementos de regulação e supervisão associando-se à ideia de avaliação como controle. Considera a avaliação educacional como campo de lutas no qual conceitos em disputa ganham ou perdem relevância e proporção a partir da intencionalidade subjacente às práticas/políticas educativas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The article analyzes the educational evaluation from its ontology and epistemology. Interprets evaluation as a multifaceted and intersubjective praxis constructed in various social tessitures. Defends the pedagogy of educational evaluation, that is, that the evaluation, as an evaluative form of educational objects or phenomena, can and should be pedagogical, for that, points its epistemological assumptions. Investigates two antagonistic conceptions of evaluation: control and emancipation, based on the example of SINAES (National System of Evaluation of Higher Education). Aims to answer the following question: Which of these concepts the principles that currently govern the SINAES approach? With theoretical-analytical character, the study is based on the sociology of evaluation and uses bibliographic review and documentary analysis. Although the SINAES was designed to integrate divergent paradigms, the analysis indicates that, at present, the System concentrates elements of regulation and supervision associated with the idea of evaluation as control. The study considers educational evaluation as a field of struggle in which the concepts in dispute gain or lose relevance and proportion from the intentionality underlying educational practices/policies.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El artículo analiza la evaluación educativa a partir de su ontología y epistemología. Interpreta la evaluación como praxis multifacética y intersubjetiva construida en variadas tesituras sociales. Defiende la Pedagogía de la Evaluación Educativa, o sea, que la evaluación, como forma valorativa de objetos o fenómenos educativos, puede y debe ser pedagógica, para tanto, apunta sus presupuestos epistemológicos. Investiga dos concepciones antagónicas de evaluación: el control y la emancipación, con base en el ejemplo del SINAES (Sistema Nacional de Evaluación de la Educación Superior). Objetiva responder la siguiente pregunta: ¿a cuál de estos conceptos los principios que actualmente rigen el SINAES se acercan? De carácter teórico-analítico, el estudio se fundamenta en la perspectiva de la sociología de la evaluación y se valora de revisión bibliográfica y análisis documental. Aunque el SINAES ha sido elaborado con el fin de integrar los paradigmas divergentes, el análisis indica que, en la actualidad, el Sistema concentra elementos de regulación y supervisión asociándose a la idea de evaluación como control. Considera la evaluación educativa como campo de luchas en el cual los conceptos en disputa ganan o pierden relevancia y proporción a partir de la intencionalidad subyacente a las prácticas/políticas educativas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Epistemologia da Avaliação]]></kwd>
<kwd lng="pt"><![CDATA[Sociologia da Avaliação]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação Educacional]]></kwd>
<kwd lng="pt"><![CDATA[Pedagogia da Avaliação Educacional]]></kwd>
<kwd lng="pt"><![CDATA[SINAES]]></kwd>
<kwd lng="en"><![CDATA[Epistemology of Evaluation]]></kwd>
<kwd lng="en"><![CDATA[Sociology of Evaluation]]></kwd>
<kwd lng="en"><![CDATA[Educational Evaluation]]></kwd>
<kwd lng="en"><![CDATA[Pedagogy of the Educational Evaluation]]></kwd>
<kwd lng="en"><![CDATA[SINAES]]></kwd>
<kwd lng="es"><![CDATA[Epistemología de la Evaluación]]></kwd>
<kwd lng="es"><![CDATA[Sociología de la Evaluación]]></kwd>
<kwd lng="es"><![CDATA[Evaluación Educativa]]></kwd>
<kwd lng="es"><![CDATA[Pedagogía de la Evaluación Educativa]]></kwd>
<kwd lng="es"><![CDATA[SINAES]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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