<?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>2178-5201</journal-id>
<journal-title><![CDATA[Acta Scientiarum. Education]]></journal-title>
<abbrev-journal-title><![CDATA[Acta Educ.]]></abbrev-journal-title>
<issn>2178-5201</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade Estadual de Maringá - EDUEM]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-52012026000100105</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v48i1.75768</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Explorando o papel das rubricas no processo de avaliação em História: uma revisão de escopo]]></article-title>
<article-title xml:lang="es"><![CDATA[Explorando el papel de las rúbricas en el proceso de evaluación de Historia: una revisión del alcance]]></article-title>
<article-title xml:lang="en"><![CDATA[Exploring the role of rubrics in the assessment process in History: a scoping review]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rosa]]></surname>
<given-names><![CDATA[Patrik Vaz da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Blass]]></surname>
<given-names><![CDATA[Leandro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Irala]]></surname>
<given-names><![CDATA[Valesca Brasil]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Pampa  ]]></institution>
<addr-line><![CDATA[Bagé Rio Grande do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2026</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2026</year>
</pub-date>
<volume>48</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012026000100105&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012026000100105&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012026000100105&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO. Este artigo apresenta uma revisão de escopo sobre o uso de rubricas de avaliação no campo do ensino de História, mapeando como a literatura internacional aborda essa prática. O estudo tem como objetivo investigar as evidências disponíveis sobre a aplicação de rubricas em diferentes níveis educacionais, respondendo à seguinte pergunta de pesquisa: Como a literatura internacional aborda a aplicação e o impacto das rubricas nos diversos níveis de ensino de História? A avaliação formativa, compreendida como uma estratégia de acompanhamento contínuo da aprendizagem, surge como contraponto às práticas avaliativas tradicionais centradas na memorização. Nesse contexto, as rubricas são identificadas como ferramentas capazes de ampliar a objetividade, a transparência e a coerência entre as práticas avaliativas. A revisão analisou 17 artigos publicados entre 2014 e 2024, extraídos das bases de dados Web of Science, Scopus e Oasisbr. Os critérios de inclusão priorizaram estudos empíricos e teóricos que abordassem explicitamente o campo do ensino de História. Os resultados indicam que as rubricas são mais frequentemente empregadas na avaliação de metodologias ativas de aprendizagem, produções escritas e no desenvolvimento do pensamento histórico e de competências históricas. No entanto, poucos estudos consideram as rubricas como objeto principal de investigação, sendo elas geralmente referenciadas apenas como parte de abordagens metodológicas mais amplas. O estudo conclui que as rubricas possuem considerável potencial como instrumentos pedagógicos para promover uma avaliação mais equitativa e formativa no ensino de História. No entanto, sua implementação eficaz requer formação docente específica. O artigo recomenda o investimento em programas de formação continuada que preparem os educadores para a construção e aplicação de rubricas alinhadas aos objetivos da educação histórica. Além disso, destaca a necessidade de pesquisas que investiguem os efeitos de longo prazo do uso de rubricas sobre as habilidades críticas, reflexivas e narrativas dos estudantes ao longo de suas trajetórias acadêmicas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN. Este artículo presenta una revisión de alcance sobre el uso de rúbricas de evaluación en el campo de la enseñanza de la Historia, mapeando cómo la literatura internacional ha abordado esta práctica. El estudio tiene como objetivo investigar las evidencias disponibles sobre la aplicación de rúbricas en distintos niveles educativos, respondiendo a la siguiente pregunta de investigación: ¿Cómo aborda la literatura internacional la aplicación y el impacto de las rúbricas en los diversos niveles de enseñanza de la Historia? La evaluación formativa, entendida como una estrategia de acompañamiento continuo del aprendizaje, se presenta como un contrapunto a las prácticas evaluativas tradicionales centradas en la memorización. En este contexto, las rúbricas se identifican como herramientas capaces de ampliar la objetividad, la transparencia y la coherencia en los procesos evaluativos. La revisión analizó 17 artículos publicados entre 2014 y 2024, extraídos de las bases de datos Web of Science, Scopus y Oasisbr. Los criterios de inclusión priorizaron estudios empíricos y teóricos que abordaran explícitamente el campo de la enseñanza de la Historia. Los resultados indican que las rúbricas se utilizan con mayor frecuencia para evaluar metodologías activas de aprendizaje, producciones escritas y el desarrollo del pensamiento histórico y de competencias históricas. Sin embargo, pocos estudios las consideran como objeto principal de investigación, siendo común que se las mencione solo como parte de enfoques metodológicos más amplios. El estudio concluye que las rúbricas poseen un potencial significativo como instrumentos pedagógicos para promover una evaluación más equitativa y formativa en la enseñanza de la Historia. No obstante, su implementación eficaz requiere formación docente específica. El artículo recomienda invertir en programas de formación continua que preparen a los educadores para diseñar y aplicar rúbricas alineadas con los objetivos de la educación histórica. Además, se destaca la necesidad de investigaciones que analicen los efectos a largo plazo del uso de rúbricas sobre las habilidades críticas, reflexivas y narrativas de los estudiantes a lo largo de sus trayectorias académicas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT. This article presents a scoping review on the use of assessment rubrics in the field of History education, mapping how international literature has addressed this practice. The study aims to investigate the available evidence on the application of rubrics across different educational levels, guided by the following research question: How does international literature approach the application and impact of rubrics in various levels of History teaching? Formative assessment, understood as a strategy for the continuous monitoring of learning, emerges as a counterpoint to traditional evaluation practices focused on memorization. In this context, rubrics are identified as tools capable of enhancing objectivity, transparency, and coherence in assessment practices. The review analyzed 17 articles published between 2014 and 2024, retrieved from the Web of Science, Scopus, and Oasisbr databases. Inclusion criteria prioritized empirical and theoretical studies that explicitly address the field of History education. The findings indicate that rubrics are most frequently employed in the evaluation of active learning methodologies, written production, and the development of historical thinking and competencies. However, few studies consider rubrics as the primary object of investigation, with most referring to them only as components of broader methodological approaches. The study concludes that rubrics hold significant potential as pedagogical tools for promoting more equitable and formative assessment in History education. Nevertheless, their effective implementation requires targeted teacher training. The article recommends investing in continuing professional development programs that prepare educators to design and apply rubrics aligned with the goals of historical education. Furthermore, it emphasizes the need for research that investigates the long-term effects of rubric use on students&#8217; critical, reflective, and narrative skills throughout their academic trajectories.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[ensino de história]]></kwd>
<kwd lng="pt"><![CDATA[avaliação]]></kwd>
<kwd lng="pt"><![CDATA[rubricas]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de la historia]]></kwd>
<kwd lng="es"><![CDATA[evaluación]]></kwd>
<kwd lng="es"><![CDATA[rúbricas]]></kwd>
<kwd lng="en"><![CDATA[history teaching]]></kwd>
<kwd lng="en"><![CDATA[assessment]]></kwd>
<kwd lng="en"><![CDATA[rubrics]]></kwd>
</kwd-group>
</article-meta>
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