<?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>0104-4036</journal-id>
<journal-title><![CDATA[Ensaio: Avaliação e Políticas Públicas em Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ensaio: aval. pol. públ. educ.]]></abbrev-journal-title>
<issn>0104-4036</issn>
<publisher>
<publisher-name><![CDATA[Fundação CESGRANRIO]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40362016000300637</article-id>
<article-id pub-id-type="doi">10.1590/S0104-40362016000300006</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A articulação entre a avaliação somativa e a formativa, na prática pedagógica: uma impossibilidade ou um desafio?]]></article-title>
<article-title xml:lang="en"><![CDATA[The relationship between summative and formative assessment: Impossibility or challenge?]]></article-title>
<article-title xml:lang="es"><![CDATA[La articulación entre la evaluación sumativa y formativa: ¿una imposibilidad o un reto?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Leonor]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Lisboa Instituto de Educação ]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<volume>24</volume>
<numero>92</numero>
<fpage>637</fpage>
<lpage>669</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40362016000300637&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40362016000300637&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40362016000300637&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A avalia&#231;&#227;o somativa das aprendizagens dos alunos &#233;, em muitos pa&#237;ses, um imperativo. A avalia&#231;&#227;o formativa, embora recomendada pelos documentos curriculares e pela investiga&#231;&#227;o, acontece de forma espor&#225;dica na sala de aula. A articula&#231;&#227;o entre estas duas modalidades de avalia&#231;&#227;o &#233;, nos dias de hoje, ainda pouco estudada. O prop&#243;sito deste artigo &#233; o de problematizar e discutir respostas conducentes a uma poss&#237;vel articula&#231;&#227;o. Recorrerei &#224; educa&#231;&#227;o matem&#225;tica para ilustrar certas situa&#231;&#245;es de pr&#225;tica. A partir destas e da reflex&#227;o sobre os aportes te&#243;ricos usados, proporei um conjunto de princ&#237;pios orientadores que nortear&#227;o a articula&#231;&#227;o entre a avalia&#231;&#227;o somativa e formativa, aqui entendida como um processo em complementaridade, em rela&#231;&#227;o, e n&#227;o em simultaneidade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In many countries, summative assessment of students&#8217; achievement is imperative. Formative assessment, although recommended by the curricular documents and research, only takes place in the classroom sporadically. The relationship between these two types of assessment is sparse studied until the present. The purpose of this article is to discuss and confront answers that will lead to a possible articulation. I will use the mathematics education to illustrate certain practice situations. Based on these situations and the reflection about the theoretical framework, I will propose a set of principles that will guide the relationship between summative and formative assessment, here understood as a process in complementarity, in relation, rather than simultaneity.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La evaluaci&#243;n sumativa del aprendizaje de los estudiantes es, en muchos pa&#237;ses, un imperativo. La evaluaci&#243;n formativa, aunque es recomendada por los documentos curriculares y por los estudios en &#233;sta materia, sucede de forma espor&#225;dica en las aulas. La relaci&#243;n entre ambos tipos de evaluaci&#243;n es hoy, todav&#237;a, poco estudiada. El prop&#243;sito de este art&#237;culo es discutir y debatir las respuestas que conducen a una posible articulaci&#243;n entre ambas. Recurrir&#233; a la educaci&#243;n matem&#225;tica para ilustrar ciertas situaciones en la pr&#225;ctica. A partir de &#233;stas y la reflexi&#243;n sobre las teor&#237;as utilizadas, voy a proponer una serie de principios que guiar&#225;n la relaci&#243;n entre la evaluaci&#243;n sumativa y formativa, aqu&#237; entendida como un proceso de complementariedad y no de simultaneidad.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Avaliação somativa]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação formativa]]></kwd>
<kwd lng="pt"><![CDATA[Articulação]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagens matemáticas]]></kwd>
<kwd lng="en"><![CDATA[Summative assessment]]></kwd>
<kwd lng="en"><![CDATA[Formative assessment]]></kwd>
<kwd lng="en"><![CDATA[Articulation]]></kwd>
<kwd lng="en"><![CDATA[Mathematical learning]]></kwd>
<kwd lng="es"><![CDATA[Evaluación somativa]]></kwd>
<kwd lng="es"><![CDATA[La evaluación formativa]]></kwd>
<kwd lng="es"><![CDATA[La articulación]]></kwd>
<kwd lng="es"><![CDATA[El aprendizaje de matemáticas]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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