<?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>1981-0431</journal-id>
<journal-title><![CDATA[Linhas Críticas]]></journal-title>
<abbrev-journal-title><![CDATA[Linhas Críticas]]></abbrev-journal-title>
<issn>1981-0431</issn>
<publisher>
<publisher-name><![CDATA[Universidade de Brasília]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-04312015000100199</article-id>
<article-id pub-id-type="doi">10.2015/lcv21n44.012</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A significação da avaliação escolar para crianças do quarto ano]]></article-title>
<article-title xml:lang="en"><![CDATA[The significance of school evaluation for fourth grade children]]></article-title>
<article-title xml:lang="es"><![CDATA[La significación de la evaluación para niños de cuarto año primario]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pereira]]></surname>
<given-names><![CDATA[Amanda Nogueira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Freire]]></surname>
<given-names><![CDATA[Sandra Ferraz de Castillo Dourado]]></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 DF]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2015</year>
</pub-date>
<volume>21</volume>
<numero>44</numero>
<fpage>199</fpage>
<lpage>217</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-04312015000100199&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-04312015000100199&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-04312015000100199&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O presente estudo objetiva compreender o significado da avalia&#231;&#227;o para as crian&#231;as de quarto ano e as rela&#231;&#245;es que elas estabelecem com o seu processo de aprendizagem. A pesquisa emp&#237;rica foi realizada com oito crian&#231;as que participaram de tr&#234;s encontros de grupo focal e uma entrevista individual. A an&#225;lise priorizou as intera&#231;&#245;es discursivas e as narrativas de duas participantes. Resultados sugerem que as crian&#231;as convivem com v&#225;rias concep&#231;&#245;es de avalia&#231;&#227;o na pr&#225;tica escolar. Embora seja dominante a pr&#225;tica de testes com vistas &#224; nota, elas demonstram um posicionamento cr&#237;tico acerca da fun&#231;&#227;o da avalia&#231;&#227;o para a pr&#243;pria aprendizagem. Em sua complexidade, a condu&#231;&#227;o da avalia&#231;&#227;o parece participar significativamente na constru&#231;&#227;o do sentimento delas sobre a experi&#234;ncia escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This paper aims at understanding the imports of school evaluation for fourth-grade children and the relations they establish with their own learning process. Empirical research was conducted with eight children who participated in three focus group meetings, and each gave an individual interview. Results of the analyses of discursive interactions and narratives of two of them suggest that children experience many conceptions of evaluation in school practice. Although the dominant method is applying tests to confer grades, they take a critical stance as to the function of evaluation for learning itself. Complex as it is, the way in which evaluation is conducted seems to participate significantly in the construction of their feeling towards their school experience.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Fue realizado un estudio con ni&#241;os de cuarto a&#241;o primario. El objetivo general fue comprender el significado de la evaluaci&#243;n para esos ni&#241;os y las relaciones que ellos establecen con el proprio aprendizaje. La investigaci&#243;n emp&#237;rica fue realizada com ocho ni&#241;os, quienes participaron de tres reuniones de grupo focal y una entrevista individual. Se presenta el an&#225;lisis de las interacciones discursivas y de las narrativas de dos participantes. Indica que los ni&#241;os conviven con varias concepciones de evaluaci&#243;n en la pr&#225;ctica escolar cotidiana. Aunque los ex&#225;menes sean dominantes, ellos demuestran posicionamientos cr&#237;ticos sobre la funci&#243;n de la evaluaci&#243;n para el proprio aprendizaje. En su complexidad, la conducci&#243;n de la evaluaci&#243;n parece participar significativamente en la construcci&#243;n del sentimiento que ellos tienen sobre la experiencia escolar.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Avaliação Escolar]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Crianças]]></kwd>
<kwd lng="pt"><![CDATA[Anos Iniciais.]]></kwd>
<kwd lng="en"><![CDATA[School Evaluation]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[Children]]></kwd>
<kwd lng="en"><![CDATA[Elementary Education.]]></kwd>
<kwd lng="es"><![CDATA[Evaluación Escolar]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Niños]]></kwd>
<kwd lng="es"><![CDATA[Educación Primaria.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="">
<source><![CDATA[]]></source>
<year></year>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
