<?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>0102-5473</journal-id>
<journal-title><![CDATA[Perspectiva]]></journal-title>
<abbrev-journal-title><![CDATA[Perspectiva]]></abbrev-journal-title>
<issn>0102-5473</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Catarina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-54732012000300018</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Elementos para a prática da avaliação em língua portuguesa]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Suassuna]]></surname>
<given-names><![CDATA[Lívia]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A18">
<institution><![CDATA[,UFPE  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2012</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2012</year>
</pub-date>
<volume>30</volume>
<numero>03</numero>
<fpage>1125</fpage>
<lpage>1151</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-54732012000300018&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-54732012000300018&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-54732012000300018&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Neste artigo, partindo da concepção teórica da linguagem como discurso, e da proposta metodológica que articula a leitura, a produção textual e a análise linguística como práticas estruturantes do ensino de Língua Portuguesa, apresentamos alguns elementos para subsidiar o processo de avaliação da aprendizagem nessa área de conhecimento. Inicialmente, fazemos uma retrospectiva das práticas avaliativas historicamente constituídas no campo; em seguida, caracterizamos o processo de produção do discurso, ressaltando seus elementos constitutivos e mostrando algumas de suas implicações para o tratamento da linguagem em sala de aula; finalizamos o texto mostrando princípios norteadores da avaliação da leitura, da produção de texto e da reflexão metalinguística no nível da Educação Básica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Dans cet article, en partant d'une conception théorique du langage comme discours et d’une approche méthodologique articulant lecture, production de textes et l'analyse linguistique comme des pratiques structurantes de l'enseignement de la langue portugaise, nous présentons quelques éléments pour aider le processus d'évaluation de l'apprentissage dans ce domaine. Initialement, nous faisons une rétrospective des pratiques d'évaluation historiquement établies dans le domaine en question; puis nous caractérisons le processus de production du discours, tout en relevant ses éléments constitutives et en montrant quelques unes de ses implications pour le traitement du langage en classe. Nous finissons le texte montrant des principes orientateurs pour l'évaluation de la lecture, de la production de textes et de la réflexion métalinguistique au niveau de l'éducation de base.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This article, based on the theoretical concept of language as discourse and on a methodological approach that links the teaching of Brazilian Portuguese to the practices of reading, textual production and linguistic analysis, presents elements to discuss the evaluation of the learning process in this field of knowledge. We first conduct a historical retrospective of the established assessment practices in this field and then characterize the process of discourse production; emphasizing its constitutive elements and showing some of its implications for working with language in the classroom. The article concludes by showing the principles that guide the evaluations of reading, text production and metalinguistic reflection at elementary schools.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Avaliação da Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Língua Portuguesa - Avaliação]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de Língua Portuguesa]]></kwd>
<kwd lng="fr"><![CDATA[Évaluation de L'apprentissage]]></kwd>
<kwd lng="fr"><![CDATA[Langue Portugaise - Évaluation]]></kwd>
<kwd lng="fr"><![CDATA[nseignement de la Langue Portugaise]]></kwd>
<kwd lng="en"><![CDATA[Educational Evaluation]]></kwd>
<kwd lng="en"><![CDATA[Evaluation of Learning of Brazilian Portuguese]]></kwd>
<kwd lng="en"><![CDATA[Brazilian Portuguese Education]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Elementos para a pr&aacute;tica da avalia&ccedil;&atilde;o em l&iacute;ngua  portuguesa.</h2> <h3>El&eacute;ments pour la pratique de l'&eacute;valuation dans  l'enseignement de la Langue Portugaise.</h3> <h3>Elements for the  practice of evaluation in Portuguese.</h3>     <p>&nbsp;</p> <h4>L&iacute;via Suassuna    <br> </h4> </font>      ]]></body><back>
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