<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2020000100015</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.20.064.ao07</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Configuração do campo da avaliação educacional na década de 1980 no Brasil]]></article-title>
<article-title xml:lang="en"><![CDATA[Arrangements of the educational assessment field in the 1980s in Brazil]]></article-title>
<article-title xml:lang="es"><![CDATA[La configuración del campo de evaluación educativa en Brasil de la década del 1980]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Borges]]></surname>
<given-names><![CDATA[Regilson Maciel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rothen]]></surname>
<given-names><![CDATA[José Carlos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Lavras  ]]></institution>
<addr-line><![CDATA[Lavras MG]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[São Carlos SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<volume>20</volume>
<numero>64</numero>
<fpage>318</fpage>
<lpage>351</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2020000100015&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2020000100015&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2020000100015&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo apresenta a configuração do campo da avaliação educacional no Brasil a partir da produção de alguns intelectuais interessados na temática durante a década de 1980. A metodologia adotada na pesquisa foi a análise de conteúdo, a fim de descrever e interpretar as produções desses autores sobre determinados aspectos da avaliação educacional. Os dados foram organizados em duas abordagens de avaliação, como resultado e como processo. Nelas, as discussões se enquadraram em quatro eixos: concepção de avaliação; atores do processo avaliativo; métodos utilizados; e usos dos resultados da avaliação. As duas perspectivas consideradas possuem aproximações que indicam complementaridades quanto à importância da avaliação, à necessidade de qualificar os avaliadores, à diversificação dos métodos e ao uso dos resultados para melhorar o que foi avaliado. Com isso a pesquisa mostra que a lógica de funcionamento desse campo durante os anos 1980 no Brasil encontrava-se centrada na complementaridade das ideias sobre diferentes aspectos da avaliação educacional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The article presents the configuration of the field of educational assessment in Brazil based on the production of some intellectual authors interested in the assessment theme in the 1980s. The methodology adopted in the study was the content analysis, which sought to describe and to interpret the productions of these authors on certain aspects of educational assessment. Data are organized in two assessment approaches - the assessment as a result and the assessment as a process. The discussions are framed in four axes: the first one deals with the conception of assessment, the second points out which are the actors of the assessment process, the third axis considers the methods used in the assessment, and the fourth discusses the use of the assessment results. These two assessment approaches have approximations indicating the existence of some complementarities regarding the importance of the assessment, the need for a qualified evaluator, the diversification of the assessment methods, and the use of the results to improve what was assessed. Therefore, this study shows the logic of the field of educational assessment in the 1980s in Brazil was centered on the complementarity of ideas on different aspects of educational assessment.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El presente artículo presenta la configuración del campo de evaluación educativa en Brasil desde la producción de algunos intelectuales interesados en el tema durante la década del 1980. Se utilizó como metodología de investigación el análisis de contenido, con el fin de describir e interpretar las producciones de estos autores sobre ciertos aspectos de la evaluación educativa. Los datos se organizaron en dos enfoques de evaluación como resultado y como proceso; a partir de los cuales se dividieron las discusiones en cuatro ejes: concepción de evaluación; actores del proceso de evaluación; métodos utilizados; y usos de los resultados de la evaluación. Las dos perspectivas consideradas se acercan al apuntar complementariedades en la importancia de la evaluación, la necesidad de calificar a los evaluadores, la diversificación de métodos y el uso de resultados para mejorar lo que se evaluó. Así la investigación evidencia que la lógica de funcionamiento de este campo en Brasil durante la década del 1980 estaba centrada en la complementariedad de ideas sobre diferentes aspectos de la evaluación educativa.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Avaliação educacional]]></kwd>
<kwd lng="pt"><![CDATA[Abordagens de avaliação]]></kwd>
<kwd lng="pt"><![CDATA[Teoria dos campos]]></kwd>
<kwd lng="en"><![CDATA[Educational assessment]]></kwd>
<kwd lng="en"><![CDATA[Assessment approaches]]></kwd>
<kwd lng="en"><![CDATA[Field theory]]></kwd>
<kwd lng="es"><![CDATA[Evaluación educativa]]></kwd>
<kwd lng="es"><![CDATA[Enfoques de evaluación]]></kwd>
<kwd lng="es"><![CDATA[Teoría de campos]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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