<?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>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982020000100264</article-id>
<article-id pub-id-type="doi">10.1590/0102-4698227098</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[AVALIAÇÃO DEMOCRÁTICA DAS APRENDIZAGENS HISTÓRICAS: DESAFIOS À DIDÁTICA DA HISTÓRIA]]></article-title>
<article-title xml:lang="en"><![CDATA[DEMOCRATIC EVALUATION OF HISTORICAL LEARNING: CHALLENGES TO THE DIDACTICS OF HISTORY]]></article-title>
<article-title xml:lang="es"><![CDATA[EVALUACIÓN DEMOCRÁTICA DE LOS APRENDIZAJES HISTÓRICOS: RETOS A LA DIDÁCTICA DE LA HISTORIA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MARTINS]]></surname>
<given-names><![CDATA[MARCUS LEONARDO BOMFIM]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Juiz de Fora  ]]></institution>
<addr-line><![CDATA[Juiz de Fora MG]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>36</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982020000100264&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982020000100264&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982020000100264&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: O objetivo deste artigo é propor uma reflexão teórica sobre as possibilidades de construção de mecanismos de avaliação da aprendizagem no âmbito da história escolar em uma perspectiva democrática. Os aspectos democratizantes considerados ao longo da argumentação referem-se a possibilidades de refigurações de narrativas históricas que, simultaneamente, garantam espaços de subjetivação, identificação e objetivação na relação com o conhecimento histórico escolar, e preservem o valor de verdade da narrativa refigurada em meio aos processos avaliativos. A partir de uma abordagem discursiva inscrita na pauta pós-fundacional, o texto investe na desestabilização de sentidos de aprendizagem, avaliação e Didática da História para propor uma avaliação democrática das aprendizagens históricas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: This article aims to propose a theoretical consideration on the possibilities of building mechanisms to evaluate History learning in school environments in a democratic perspective. The democratizing aspects considered throughout the argument refer to possibilities of refiguration of historical narratives that simultaneously guarantee spaces of subjectivation, identification and objectification in relation to schoolar historical knowledge, and preserve the truth value of the refigured narrative amidst evaluation processes. From a discursive approach inscribed in the post-foundational agenda, the text invests in the destabilization of meanings of learning, evaluation and Didactics of History to propose a democratic evaluation of historical learning.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESÚMEN: El objetivo de este artículo es proponer una reflexión teórica sobre las posibilidades de construcción de mecanismos de evaluación del aprendizaje en el ámbito de la Historia escolar en una perspectiva democrática. Los aspectos democratizadores considerados a lo largo de la argumentación se refieren a posibilidades de refiguración de narrativas históricas que, simultáneamente, garanticen espacios de subjetivación, identificación y objetivación en la relación con el conocimiento histórico escolar, y preserven el valor de verdad de la narrativa refigurada em medio a procesos evaluativos. A partir de un abordaje discursivo inscrito en la pauta posfundacional, el texto apuesta a la desestabilización de sentidos de aprendizaje, evaluación y Didáctica de la Historia para proponer una evaluación democrática de los aprendizajes históricos.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino de História]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem histórica]]></kwd>
<kwd lng="pt"><![CDATA[didática da História]]></kwd>
<kwd lng="pt"><![CDATA[conhecimento histórico escolar]]></kwd>
<kwd lng="pt"><![CDATA[avaliação da aprendizagem]]></kwd>
<kwd lng="en"><![CDATA[History teaching]]></kwd>
<kwd lng="en"><![CDATA[historical learning]]></kwd>
<kwd lng="en"><![CDATA[didactics of History]]></kwd>
<kwd lng="en"><![CDATA[scholar history knowledge]]></kwd>
<kwd lng="en"><![CDATA[learning evaluation]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de Historia]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje histórico]]></kwd>
<kwd lng="es"><![CDATA[didáctica de la Historia]]></kwd>
<kwd lng="es"><![CDATA[conocimiento histórico escolar]]></kwd>
<kwd lng="es"><![CDATA[evaluación del aprendizaje]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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