<?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>2318-1338</journal-id>
<journal-title><![CDATA[Regae: Revista de Gestão e Avaliação Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Regae: Rev. Gest. Aval. Educ.]]></abbrev-journal-title>
<issn>2318-1338</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2318-13382023000100223</article-id>
<article-id pub-id-type="doi">10.5902/2318133874143</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[FEEDBACK DA AVALIAÇÃO: PERSPECTIVA INCLUSIVA DA CRIANÇA EM CONTEXTOS DA EDUCAÇÃO INFANTIL E TRANSTORNO DO ESPECTRO AUTISTA]]></article-title>
<article-title xml:lang="en"><![CDATA[ASSESSMENT FEEDBACK: THE CHILD'S INCLUSIVE PERSPECTIVE IN EARLY CHILDHOOD EDUCATION AND AUTISM SPECTRUM DISORDER]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cruz]]></surname>
<given-names><![CDATA[Francerly Cardoso da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moreira]]></surname>
<given-names><![CDATA[Geraldo Eustáquio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Brasília  ]]></institution>
<addr-line><![CDATA[Brasília Distrito Federal]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Brasília  ]]></institution>
<addr-line><![CDATA[Brasília Distrito Federal]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>12</volume>
<numero>21</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2318-13382023000100223&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2318-13382023000100223&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2318-13382023000100223&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste estudo qualitativo do tipo exploratório, com dados coletados via questionário, respondido por 19 graduandos de Pedagogia da Universidade de Brasília, em formação ofertada pelos autores, envolvendo didática da Matemática e avaliação formativa, objetivamos analisar a percepção desses graduandos quanto a iniciar uma cultura de feedback da avaliação matemática numa perspectiva inclusiva da criança em contextos da educação infantil e Transtorno do Espectro Autista - TEA. Os resultados apontaram: percepções de feedbacks nesses contextos e necessidade de torná-los formativos e inclusivos, legitimando a importância de oportunizar o protagonismo infantil; percepção de contribuições do feedback para autorregulação das aprendizagens e reorganização do trabalho pedagógico. Apesar de apenas dois respondentes revelarem familiaridade com o tema, 14 participantes afirmaram terem ouvido falar sobre a temática superficialmente, três participantes informaram que sequer ouviram falar de feedback e não têm percepção de sua existência. Conclui-se que investimentos na formação inicial e continuada contribuirão para reflexões de estratégias inclusivas de acolhida da diversidade de feedback da criança e seu uso intencional pelo docente em prol de uma avaliação para as aprendizagens em Matemática desde a educação infantil.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this qualitative study of exploratory type, with data collected via questionnaire, answered by 19 undergraduate students of Pedagogy at the University of Brasilia, in training offered by the authors, involving Mathematics didactics and formative assessment, we aimed to analyze the perception of these undergraduates as to initiate a feedback culture of mathematics assessment in an inclusive perspective of the child in contexts of Early Childhood Education and Autism Spectrum Disorder - ASD. The results pointed out perceptions of feedbacks in these contexts and the need to make them formative and inclusive, legitimizing the importance of providing opportunities for child protagonism; perception of contributions of feedback for self-regulation of learning and (re)organization of the pedagogical work. Although only two respondents revealed familiarity with the theme, 14 respondents said they had heard about the subject superficially, with the aggravating factor that three respondents informed that they had not even heard of feedback and had no perception of its existence. It is concluded that investments in initial and continuing education will contribute to reflections on inclusive strategies to welcome the diversity of the child's feedback and its intentional use by the teacher in favor of an evaluation for learning in Mathematics since Kindergarten.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[avaliação formativa]]></kwd>
<kwd lng="pt"><![CDATA[feedback]]></kwd>
<kwd lng="pt"><![CDATA[protagonismo infantil]]></kwd>
<kwd lng="pt"><![CDATA[educação inclusiva]]></kwd>
<kwd lng="en"><![CDATA[formative assessment]]></kwd>
<kwd lng="en"><![CDATA[feedback]]></kwd>
<kwd lng="en"><![CDATA[child protagonism]]></kwd>
<kwd lng="en"><![CDATA[inclusive education]]></kwd>
</kwd-group>
</article-meta>
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