<?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>0104-7043</journal-id>
<journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></journal-title>
<abbrev-journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></abbrev-journal-title>
<issn>0104-7043</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Estado da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-70432019000200070</article-id>
<article-id pub-id-type="doi">10.21879/faeeba2358-0194.2019.v28.n55.p70-88</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[AUTOAVALIAÇÃO COMO RECURSO FORMATIVO E FORMADOR: DA EDUCAÇÃO SUPERIOR AO CONTEXTO ESCOLAR]]></article-title>
<article-title xml:lang="en"><![CDATA[SELF-EVALUATION AS A FORMATIVE AND FORMATION RESOURCE: FROM HIGHER EDUCATION TO SCHOOL CONTEXT]]></article-title>
<article-title xml:lang="es"><![CDATA[AUTOEVALUACIÓN COMO RECURSO FORMATIVO Y DE FORMACIÓN: DE LA EDUCACIÓN SUPERIOR AL CONTEXTO ESCOLAR]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Ivone Maria Mendes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bordin]]></surname>
<given-names><![CDATA[Aline Paula Pochmann]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fávero]]></surname>
<given-names><![CDATA[Altair Alberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal da Fronteira Sul  ]]></institution>
<addr-line><![CDATA[Erechim RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal da Fronteira Sul  ]]></institution>
<addr-line><![CDATA[Erechim RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de Passo Fundo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2019</year>
</pub-date>
<volume>28</volume>
<numero>55</numero>
<fpage>70</fpage>
<lpage>88</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-70432019000200070&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-70432019000200070&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-70432019000200070&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo discute a importância dos processos de autoavaliação e de reflexão que podem se fazer presentes na formação e atuação docente. Problematiza ainda o papel da educação superior no trabalho com o tema no contexto da formação inicial e continuada de professores, bem como no enfrentamento dos desafios de se consolidar como espaço de construção de saberes indispensáveis à profissionalização docente. Para tanto, foi realizada pesquisa, de natureza qualitativa, envolvendo estudos bibliográficos e de campo, os quais apontaram que os docentes pesquisados não estão tendo acesso a experiências formativas que lhes inspirem e ensinem a incorporar a autoavaliação às suas práticas profissionais cotidianas ou mesmo a significá-la como um recurso valioso para o trabalho educativo. Conclui-se que há lacunas na formação inicial e continuada dos profissionais da educação no que tange à abordagem da autoavaliação e também da avaliação, corroborando resultados de outras pesquisas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article discusses the importance of the processes of self-evaluation and reflection present in the formation and teaching performance. It also problematizes the role of higher education in working with the subject in the context of initial and continuing teacher education, as well as addressing the challenges of consolidating as a space for building knowledge that is indispensable for teacher professionalization. To that end, a qualitative research was carried out, involving bibliographical and field studies, which pointed out that the teachers studied are not having access to formative experiences that inspire them and teach them to incorporate self-assessment into their daily professional practices or even the meaning it as a valuable resource for educational work. It is concluded that there are gaps in the initial and continuous training of education professionals regarding the approach of self-assessment and also of evaluation, corroborating the results of other researches.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este artículo discute la importancia de los procesos de autoevaluación y de reflexión que pueden hacerse presentes en la formación y actuación docente. Y en el contexto de la formación inicial y continuada de profesores, así como en el enfrentamiento de los desafíos de consolidarse como espacio de construcción de saberes indispensables para la profesionalización docente. Para ello, se realizó investigación, de naturaleza cualitativa, involucrando estudios bibliográficos y de campo, los cuales apunta que los docentes encuestados no están teniendo acceso a experiencias formativas que les inspire y enseña a incorporar la autoevaluación a sus prácticas profesionales cotidianas o incluso a la significante como un recurso valioso para el trabajo educativo.Se concluye que hay lagunas en la formación inicial y continuada de los profesionales de la educación en lo que se refiere al abordaje de la autoevaluación y también de la evaluación, corroborando los resultados de otras investigaciones.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Autoavaliação]]></kwd>
<kwd lng="pt"><![CDATA[Reflexão]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Educação superior]]></kwd>
<kwd lng="pt"><![CDATA[Escola]]></kwd>
<kwd lng="en"><![CDATA[Self-evaluation]]></kwd>
<kwd lng="en"><![CDATA[Reflection]]></kwd>
<kwd lng="en"><![CDATA[Teacher education]]></kwd>
<kwd lng="en"><![CDATA[Higher education]]></kwd>
<kwd lng="en"><![CDATA[School]]></kwd>
<kwd lng="es"><![CDATA[Autoevaluación]]></kwd>
<kwd lng="es"><![CDATA[Reflexión]]></kwd>
<kwd lng="es"><![CDATA[Formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[Educación superior]]></kwd>
<kwd lng="es"><![CDATA[Escuela]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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