<?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>S0103-68312024000100204</article-id>
<article-id pub-id-type="doi">10.18222/eae.v35.10221</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[CONCEPÇÕES DE PROFESSORES DE LÍNGUA PORTUGUESA SOBRE AVALIAÇÃO]]></article-title>
<article-title xml:lang="es"><![CDATA[CONCEPCIONES DE DOCENTES DEL IDIOMA PORTUGUÉS SOBRE LA EVALUACIÓN]]></article-title>
<article-title xml:lang="en"><![CDATA[PORTUGUESE LANGUAGE TEACHERS&#8217; PERCEPTIONS OF EVALUATION]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[TREVISAN]]></surname>
<given-names><![CDATA[NATÁLIA PEIXOTO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>35</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0103-68312024000100204&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0103-68312024000100204&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0103-68312024000100204&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A avaliação deve estar a serviço do ensino e da aprendizagem, subsidiando as práticas escolares. A fim de saber como essa teoria chega à escola, este artigo tem como objetivo analisar as concepções de avaliação de quatro professores de língua portuguesa da educação básica, especificamente dos anos finais do ensino fundamental de uma escola municipal da Grande São Paulo. Foi feita uma pesquisa qualitativa com entrevista semiestruturada, analisada com apoio da análise de conteúdo. Parte-se do referencial teórico que concebe a avaliação como integrante dos processos de ensino-aprendizagem. Os resultados apontam que há falta de critérios na avaliação, subjetividade, desvinculação dos processos de ensino-aprendizagem e que o tema ainda precisa ser trabalhado entre os docentes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La evaluación debe estar al servicio de la enseñanza y del aprendizaje, para apoyar las prácticas escolares. Con el propósito de saber cómo esa teoría llega a la escuela, este artículo pretende analizar las concepciones de evaluación de cuatro maestros de idioma portugués en la educación básica, específicamente en los últimos años de educación primaria de una escuela municipal de la Gran São Paulo. Se llevó a cabo una investigación cualitativa con una entrevista semiestructurada, efectuada con el apoyo del análisis de contenido. Se parte del referente teórico que concibe la evaluación como integrante de los procesos de enseñanza y aprendizaje. Los resultados señalan que hay falta de criterios en la evaluación, subjetividad, desvinculación de los procesos de enseñanza y aprendizaje y que todavía hay que trabajar el tema entre los docentes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Evaluation should be at the service of teaching and learning, supporting school practices. To find out how this theory is applied in schools, this article analyzes the evaluation perceptions of four Portuguese language teachers of basic education, specifically in the final years of basic education at a municipal school in the Greater São Paulo. A qualitative study was carried out using semi-structured interviews which were analyzed using content analysis. The study was based on the theoretical framework that views evaluation as an integral part of the teaching-learning process. The results show that there is a lack of criteria in evaluation, subjectivity, disconnection from the teaching-learning process and that the topic still needs to be worked out among teachers.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[AVALIAÇÃO FORMATIVA]]></kwd>
<kwd lng="pt"><![CDATA[LÍNGUA PORTUGUESA]]></kwd>
<kwd lng="pt"><![CDATA[EDUCAÇÃO BÁSICA.]]></kwd>
<kwd lng="es"><![CDATA[EVALUACIÓN FORMATIVA]]></kwd>
<kwd lng="es"><![CDATA[IDIOMA PORTUGUÉS]]></kwd>
<kwd lng="es"><![CDATA[EDUCACIÓN BÁSICA.]]></kwd>
<kwd lng="en"><![CDATA[FORMATIVE EVALUATION]]></kwd>
<kwd lng="en"><![CDATA[PORTUGUESE LANGUAGE]]></kwd>
<kwd lng="en"><![CDATA[BASIC EDUCATION.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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