<?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>0102-7735</journal-id>
<journal-title><![CDATA[Revista Educação em Questão]]></journal-title>
<issn>0102-7735</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Rio Grande do Norte]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-77352018000400140</article-id>
<article-id pub-id-type="doi">10.21680/1981-1802.2018v56n50ID15371</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Desempenho acadêmico discente e sua relação com a avaliação docente: proposta de framework teórico]]></article-title>
<article-title xml:lang="en"><![CDATA[Student Academic Performance and its Relationship with Teacher Evaluation: Theoretical Framework proposal]]></article-title>
<article-title xml:lang="es"><![CDATA[Desempeño académico discente y su relación con la evaluación de los docentes: propuesta de marco teórico]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Paixão]]></surname>
<given-names><![CDATA[Roberto Brazileiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rabelo]]></surname>
<given-names><![CDATA[Anamaria Azevedo Lafetá]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal da Bahia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia do Norte de Minas Gerais  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2018</year>
</pub-date>
<volume>56</volume>
<numero>50</numero>
<fpage>140</fpage>
<lpage>162</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-77352018000400140&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-77352018000400140&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-77352018000400140&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este estudo tem como objetivo retomar um debate te&#243;rico e obter um framework de an&#225;lise sobre a poss&#237;vel influ&#234;ncia das notas dos alunos na avalia&#231;&#227;o que eles fazem de seus professores. Buscou-se entender a rela&#231;&#227;o nota-avalia&#231;&#227;o por meio do levantamento de estudos anteriores e da revis&#227;o bibliogr&#225;fica sobre o assunto. Desenvolveu-se uma estrutura conceitual de framework tendo como base o n&#237;vel de signific&#226;ncia da rela&#231;&#227;o entre desempenho acad&#234;mico discente e avalia&#231;&#227;o docente. Os resultados da pesquisa apontaram que alguns autores reconhecem a rela&#231;&#227;o na qual a nota do aluno interfere na avalia&#231;&#227;o do professor, explicada pelo pacto de leni&#234;ncia ou pela real aprendizagem. Por outro lado, alguns autores mostram que essa rela&#231;&#227;o pode ser n&#227;o significativa e que existem outras vari&#225;veis como g&#234;nero, idade e experi&#234;ncia do professor que tamb&#233;m interferem na avalia&#231;&#227;o. Os resultados encontrados permitem uma melhor compreens&#227;o da rela&#231;&#227;o na perspectiva de diversos autores, mas vale ressaltar a necessidade do uso de abordagens metodol&#243;gicas distintas para estabelecer como a rela&#231;&#227;o nota-avalia&#231;&#227;o acontece.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study aims to retake a theoretical debate and to obtain a framework of analysis about the possible influence of students' grades on the evaluations they make of teachers. We sought to understand the the grade-evaluation relation, through the collection of previous studies and the bibliographic review on the subject. We developed a conceptual framework structure based on the level of significance of the relationship between student academic performance and teacher evaluation The results of the research indicated that some authors recognize the relation in which the student's grade interferes in the evaluation of the teacher, explained by the pact of leniency or by the real learning. On the other hand, some authors show that this relationship is not significant and there are other variables such as gender, age and teacher experience that also interfere in the evaluation. The results found allow a better understanding of the relationship from the perspective of several authors, but it is worth emphasizing the need to use different methodological approaches to establish how the grade-evaluation relationship happens.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio tiene como objetivo retomar un debate te&#243;rico y obtener un marco de an&#225;lisis sobre la posible influencia de las notas de los alumnos en la evaluaci&#243;n que ellos hacen de sus profesores. Se busc&#243; entender la relaci&#243;n nota-evaluaci&#243;n por medio del levantamiento de estudios anteriores y de la revisi&#243;n de literatura sobre el asunto. Se desarroll&#243; una estructura conceptual de marco, teniendo como base la significancia de la relaci&#243;n entre desempe&#241;o acad&#233;mico discente y evaluaci&#243;n docente. Los resultados de la investigaci&#243;n apuntaron que algunos autores reconocen la relaci&#243;n en la cual la nota del alumno interfiere en la evaluaci&#243;n del profesor, explicada por el pacto de lenidad o por el real aprendizaje. Por otro lado, algunos autores muestran que esa relaci&#243;n puede ser es no significativa y que existen otras variables como g&#233;nero, edad y experiencia del profesor que tambi&#233;n interfieren en la evaluaci&#243;n. Los resultados encontrados permiten una mejor comprensi&#243;n de la relaci&#243;n en la perspectiva de diversos autores, pero vale resaltar la necesidad del uso de enfoques metodol&#243;gicos distintos para establecer c&#243;mo la relaci&#243;n nota-evaluaci&#243;n ocurre.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Avaliação]]></kwd>
<kwd lng="pt"><![CDATA[Nota]]></kwd>
<kwd lng="pt"><![CDATA[Professor]]></kwd>
<kwd lng="pt"><![CDATA[Aluno]]></kwd>
<kwd lng="en"><![CDATA[Evaluation]]></kwd>
<kwd lng="en"><![CDATA[Grade]]></kwd>
<kwd lng="en"><![CDATA[Teacher]]></kwd>
<kwd lng="en"><![CDATA[Student]]></kwd>
<kwd lng="es"><![CDATA[Evaluación]]></kwd>
<kwd lng="es"><![CDATA[Nota]]></kwd>
<kwd lng="es"><![CDATA[Maestro]]></kwd>
<kwd lng="es"><![CDATA[Alumnos]]></kwd>
</kwd-group>
</article-meta>
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<page-range>330-33</page-range><publisher-loc><![CDATA[Columbus ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B56">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[WEINBERG]]></surname>
<given-names><![CDATA[Bruce]]></given-names>
</name>
<name>
<surname><![CDATA[FLEISHER]]></surname>
<given-names><![CDATA[Belton]]></given-names>
</name>
<name>
<surname><![CDATA[HASHIMOTO]]></surname>
<given-names><![CDATA[Masanori]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Evaluating methods for evaluating instruction: the case of higher education]]></article-title>
<source><![CDATA[Journal of Economic Education]]></source>
<year></year>
<volume>40</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>227-61</page-range><publisher-loc><![CDATA[Philadelphia ]]></publisher-loc>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
