<?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>1414-4077</journal-id>
<journal-title><![CDATA[Avaliação: Revista da Avaliação da Educação Superior (Campinas)]]></journal-title>
<abbrev-journal-title><![CDATA[Avaliação]]></abbrev-journal-title>
<issn>1414-4077</issn>
<publisher>
<publisher-name><![CDATA[Publicação da Rede de Avaliação Institucional da Educação Superior (RAIES), da Universidade Estadual de Campinas (UNICAMP) e da Universidade de Sorocaba (UNISO)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1414-40772015000200423</article-id>
<article-id pub-id-type="doi">10.590/S1414-40772015000200008</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Avalia&#231;&#227;o da aprendizagem no ensino de gradua&#231;&#227;o em sa&#250;de: concep&#231;&#245;es, intencionalidades, reflex&#245;es()]]></article-title>
<article-title xml:lang="en"><![CDATA[Learning assessment in undergraduate public health programs: concepts, intentions and reflections]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cavalcante]]></surname>
<given-names><![CDATA[Leila Pacheco Ferreira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mello]]></surname>
<given-names><![CDATA[Maria Aparecida]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal de Alagoas  ]]></institution>
<addr-line><![CDATA[Maceió AL]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[São Carlos SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2015</year>
</pub-date>
<volume>20</volume>
<numero>2</numero>
<fpage>423</fpage>
<lpage>442</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1414-40772015000200423&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1414-40772015000200423&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1414-40772015000200423&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo &#233; um recorte de uma pesquisa de doutorado que investigou os sentidos da avalia&#231;&#227;o da aprendizagem no ensino de gradua&#231;&#227;o em sa&#250;de. Apresenta e analisa concep&#231;&#245;es e intencionalidades dessa atividade sob o ponto de vista de professores. Trata-se de pesquisa qualitativa, fundamentada nos pressupostos da Teoria Hist&#243;rico-Cultural. Os dados da pesquisa foram obtidos de entrevistas com docentes dos cursos investigados. Os depoimentos revelam concep&#231;&#245;es de avalia&#231;&#227;o com diferentes epistemologias. Enquanto uns a enxergam como instrumento de controle para for&#231;ar o aluno a estudar, outros a distinguem como estrat&#233;gia essencial &#224; qualidade do ensino e a forma&#231;&#227;o profissional. Contata-se &#224; avalia&#231;&#227;o como instrumento de puni&#231;&#227;o para aqueles alunos que, por um ou outro motivo, n&#227;o conseguiram chegar ao ponto esperado pelo professor. Qualifica-se a avalia&#231;&#227;o como atividade necess&#225;ria no planejamento do ensino, na orienta&#231;&#227;o da gest&#227;o pedag&#243;gica e no desenvolvimento institucional, mas ainda n&#227;o se consegue fazer dela uma ferramenta apropriada para diagnosticar as defici&#234;ncias do ensino e suas implica&#231;&#245;es na aprendizagem. Em vista disso, questiona-se a pertin&#234;ncia da avalia&#231;&#227;o praticada e dos instrumentos utilizados para identificar se o aluno aprendeu ou n&#227;o; Se imputa a insuficiente forma&#231;&#227;o para o exerc&#237;cio da doc&#234;ncia como elemento respons&#225;vel pela defici&#234;ncia de habilidades para lidar de forma apropriada com essa atividade. Al&#233;m disso, confirma-se a inexist&#234;ncia de condi&#231;&#245;es objetivas de trabalho que proporcionem esse aprendizado na medida equivalente &#224;s especificidades da &#225;rea de atua&#231;&#227;o.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article is an excerpt from a doctoral thesis on learning assessment in undergraduate public health programs. The study presents and analyzes related concepts and intentions from the point of view of the teachers. This qualitative research is based on the assumptions of the Historical-Cultural Theory. Data was gathered from interviews with the teaching staff. Reports reveal different beliefs on assessment. While some see it as an instrument of control to force students to study, others see it as an essential strategy to improve the quality of education and training. Assessment is viewed as a way to punish those who, for one reason or another, failed to fulfill the teacher&#8217;s expectations. Assessment is also described as necessary for the planning and guidance of teaching, as well as for educational management and institutional development. However, to date, it is not an adequate tool to diagnose deficiencies in teaching and their implications for learning. Therefore, the appropriateness of assessment as practiced, to check whether or not learning has taken place, comes under scrutiny. It is suggested that insufficient training in this area is the reason why assessment is poorly understood. Moreover, there are no objective working conditions which can provide learning specific to this area of expertise.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Avaliação da aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Saúde]]></kwd>
<kwd lng="pt"><![CDATA[Ensino superior]]></kwd>
<kwd lng="en"><![CDATA[Learning assessment]]></kwd>
<kwd lng="en"><![CDATA[Public Health]]></kwd>
<kwd lng="en"><![CDATA[Higher education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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