<?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>0103-6831</journal-id>
<journal-title><![CDATA[Estudos em Avaliação Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Est. Aval. Educ.]]></abbrev-journal-title>
<issn>0103-6831</issn>
<publisher>
<publisher-name><![CDATA[Fundação Carlos Chagas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0103-68312020000100050</article-id>
<article-id pub-id-type="doi">10.18222/eae.v0ix.6292</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[FORMANDO FORMADORES: ENSINO E AVALIAÇÃO DE PRODUÇÃO TEXTUAL EM REDE MUNICIPAL]]></article-title>
<article-title xml:lang="es"><![CDATA[FORMANDO FORMADORES: ENSEÑANZA Y EVALUACIÓN DE LA PRODUCCIÓN TEXTUAL EN LA RED MUNICIPAL]]></article-title>
<article-title xml:lang="en"><![CDATA[TRAINING TRAINERS: TEXTUAL PRODUCTION TEACHING AND ASSESSMENT IN A MUNICIPAL EDUCATION SYSTEM]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[PASSARELLI]]></surname>
<given-names><![CDATA[LÍLIAN GHIURO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica de São Paulo Programa de Estudos Pós-Graduados em Educação: Formação de Formadores e Programa de Estudos Pós-Graduados em Língua Portuguesa ]]></institution>
<addr-line><![CDATA[São Paulo 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>31</volume>
<numero>76</numero>
<fpage>50</fpage>
<lpage>75</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0103-68312020000100050&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0103-68312020000100050&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0103-68312020000100050&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este estudo averigua percepções de participantes de formação em contexto sobre ensino e avaliação da produção textual, que tiveram por incumbência constituírem-se como multiplicadores dos docentes de Língua Portuguesa de rede municipal na região Sudeste. A análise dos dados aponta que as percepções dos sujeitos (i) destacam a colaboração como princípio estruturante da formação, compartilhando saberes e experiências entre formandos e formador em interatuação; (ii) espelham o papel da teoria de base sociointeracionista, sustentando a reflexão sobre a prática; (iii) elegem a transformação da prática pelo pressuposto teórico-metodológico da avaliação para a aprendizagem como processo formativo, evidenciando que a qualidade da avaliação do texto do estudante pode ser auferida pela compatibilização da abordagem criterial com as perspectivas experienciais dos sujeitos-professores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este estudio indaga en la percepción de los participantes de formación dentro del contexto de la enseñanza y la evaluación de la producción de textos, que han tenido como objetivo constituirse en multiplicadores de los docentes de Lengua Portuguesa en la red municipal de la región Sudeste. Los análisis de los datos arrojan que en la percepción de los sujetos (i) se destaca la colaboración, como principio estructurante de la formación, compartiendo saberes y experiencia entre el formador y los que se forman; (ii) se refleja el papel de la teoría basada en la interacción social que sostiene la reflexión sobre la práctica; (iii) se elige la transformación de la práctica por el presupuesto teórico-metodológico de la evaluación para el aprendizaje como proceso formativo, evidenciando que la calidad de la evaluación del texto del estudiante, se puede obtener a través de la compatibilización del abordaje criterial con las perspectivas de las experiencias de los sujetos-profesores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This study examines the perceptions of training participants in a context of textual production teaching and assessment; the participants were being trained to be Portuguese teacher trainers for a municipal education system in Brazil&#8217;s Southeast region. The data analysis shows that the participants&#8217; perceptions (i) highlight collaboration as a structuring principle of training, through the sharing of knowledge and experiences between participants and the trainer; (ii) reflect the role of social interactionist theory in supporting reflection about practice; (iii) choose the transformation of practice through the theoretical-methodological assumption of assessment for learning as a training process, thus showing that the quality of assessment of students&#8217; texts can be reached by making the criterial approach compatible with the experiential perspectives of subject-teachers.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[AVALIAÇÃO PARA A APRENDIZAGEM]]></kwd>
<kwd lng="pt"><![CDATA[FORMAÇÃO DE FORMADORES]]></kwd>
<kwd lng="pt"><![CDATA[PRODUÇÃO TEXTUAL]]></kwd>
<kwd lng="pt"><![CDATA[AVALIAÇÃO FORMATIVA]]></kwd>
<kwd lng="es"><![CDATA[EVALUACIÓN PARA EL APRENDIZAJE]]></kwd>
<kwd lng="es"><![CDATA[FORMACIÓN DE FORMADORES]]></kwd>
<kwd lng="es"><![CDATA[PRODUCCIÓN TEXTUAL]]></kwd>
<kwd lng="es"><![CDATA[EVALUACIÓN FORMATIVA]]></kwd>
<kwd lng="en"><![CDATA[ASSESSMENT FOR LEARNING]]></kwd>
<kwd lng="en"><![CDATA[TRAINING OF TRAINERS]]></kwd>
<kwd lng="en"><![CDATA[TEXTUAL PRODUCTION]]></kwd>
<kwd lng="en"><![CDATA[FORMATIVE ASSESSMENT]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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