<?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>S1809-38762015000100169</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2015v13i1p169-182</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[(Re) pensando a avaliação: lições de Isabel Franchi Cappelletti]]></article-title>
<article-title xml:lang="en"><![CDATA[Rethinking evaluation: lessons from Isabel Franchi Cappelletti]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jose]]></surname>
<given-names><![CDATA[Mariana Aranha Moreira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Yamamoto]]></surname>
<given-names><![CDATA[Marilda Prado]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Taubaté Programa de Pós-Graduação em Educação e Desenvolvimento Humano: Formação, Políticas e Práticas Sociais ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2015</year>
</pub-date>
<volume>13</volume>
<numero>1</numero>
<fpage>169</fpage>
<lpage>182</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762015000100169&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762015000100169&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762015000100169&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O presente artigo tem como objetivo repensar a Avalia&#231;&#227;o Educacional a partir das perspectivas epistemol&#243;gica, pr&#225;tica e &#233;tica, propostas pela Professora Doutora Isabel Franchi Cappelleti, a partir do seu referencial te&#243;rico e das discuss&#245;es mediadas em sala de aula no ano de 2011, compreendendo-a como um processo de fortalecimento cr&#237;tico, questionador e transformador. As quest&#245;es: &#8220;o que fazemos quando avaliamos?&#8221;, &#8220;como fazemos?&#8221; e &#8220;como fizemos at&#233; agora?&#8221;, iniciaram as reflex&#245;es acerca do sentido da avalia&#231;&#227;o como um processo intencional, sem neutralidade e com muitas adjac&#234;ncias &#233;ticas, pol&#237;ticas e culturais. Reflete-se sobre o modelo da racionalidade cient&#237;fica: quando se constitu&#237;a na &#250;nica forma de conhecimento verdadeiro e quando deixou de s&#234;-lo. Ao se compreender que a a&#231;&#227;o humana &#233; essencialmente subjetiva, as ci&#234;ncias sociais ganham destaque ao incorporar no seu sentido pleno a subjetividade. Nesse contexto, a avalia&#231;&#227;o acrescenta na sua pr&#225;tica a preocupa&#231;&#227;o com o desenvolvimento pessoal, sobretudo quando as aspira&#231;&#245;es e necessidades dos alunos passam a ser consideradas. Professor e aluno s&#227;o agentes sociais de um processo s&#243;cio-hist&#243;rico e cultural, v&#237;nculos que se fortalecem no conv&#237;vio engajado e participativo. Os dados avaliativos emergem da pr&#225;tica. Acredita-se que avaliar &#233; enfrentar a quest&#227;o de valores em educa&#231;&#227;o: individuais, culturais e universais, internalizando-os para deliberar diante das alternativas poss&#237;veis, levando em conta a necessidade de respeitar o estabelecido, de considerar as exig&#234;ncias situacionais e as suas consequ&#234;ncias, sempre, no entanto, se fundamentando em condutas e normas &#233;ticas. Assim como os valores s&#227;o hist&#243;ricos e culturalmente constru&#237;dos, a avalia&#231;&#227;o tamb&#233;m o &#233;.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article aims to rethink Educational Evaluation from the epistemological, practical and ethical perspectives, proposed by Professor Isabel Cappelleti Franchi, considering the Professor&#8217;s theoretical references and Discussions held during class 2011, understanding her ideas as a questioning and transforming and critical strengthening process. The questions: "what we do when we evaluate?", "how do we do it?" and "how we did it until now?" started reflections on the meaning of evaluation as an intentional process, without neutrality and with many ethical, political and cultural issues. The article brings reflection on the scientific rationality model: when it constituted the only way to true knowledge and when it ceased to be so. By understanding that human action is essentially subjective, the social sciences are highlighted when incorporating the true subjectivity sense. In this context, the evaluation brings the concern for personal development, particularly when the aspirations and needs of students are being considered. Teachers and students are social agents of a socio-historical and cultural processes, bonds which are strengthen during engaged and active interaction. Evaluative data emerged from practice. It is believed that to evaluate is to address value issues in education: individual, cultural and universal; internalizing them to deliberate on the possible alternatives, taking into account the need to respect the established, to always consider the situational demands and its consequences, while still, basing the actions on ethical rules and behavior. Values are built based on historical and cultural constructions just as evaluation is.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Avaliação]]></kwd>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Prática]]></kwd>
<kwd lng="pt"><![CDATA[Ética]]></kwd>
<kwd lng="en"><![CDATA[Evaluation]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Practice]]></kwd>
<kwd lng="en"><![CDATA[Ethic]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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