<?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>S0104-40362024000400303</article-id>
<article-id pub-id-type="doi">10.1590/s0104-40362024003204878</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Avaliação escolar: o erro precisa levar ao fracasso?]]></article-title>
<article-title xml:lang="en"><![CDATA[School assessment: does error need to lead to failure?]]></article-title>
<article-title xml:lang="es"><![CDATA[Evaluación escolar: ¿el error necesita conducir al fracaso?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fiori]]></surname>
<given-names><![CDATA[Claudia Ferreira Mendes de Farias]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Inês Barbosa de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estácio de Sá  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estácio de Sá  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></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>32</volume>
<numero>125</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40362024000400303&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40362024000400303&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40362024000400303&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este trabalho apresenta resultados de pesquisa, tanto bibliográfica quanto empírica, sobre os efeitos da compreensão do erro na avaliação da aprendizagem e suas consequências nos processos de Ensino-aprendizagem. O objetivo é evidenciar a perspectiva de compreensão da avaliação como parte integrante do processo de aprendizagem, em contraposição à visão tradicional de julgamento e classificação. A pesquisa, realizada em uma escola da Rede Municipal de Ensino do Rio de Janeiro, investigou como gestores, docentes e estudantes significam a avaliação e o erro, buscando compreender os impactos dessas concepções sobre as práticas pedagógicas e o bem-estar dos alunos. Os resultados indicam dificuldades em conciliar a busca por uma perspectiva formativa da avaliação com a tendência de condenar o erro como sinônimo de fracasso escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study presents both bibliographic and empirical research results on the effects of understanding errors in the assessment of learning and its consequences in the teaching-learning processes. The objective is to highlight the perspective of understanding assessment as an integral part of the learning process, as opposed to the traditional view of judgment and classification. The research was carried out in a school in the Municipal Education Network of Rio de Janeiro and investigated how managers, teachers, and students mean evaluation and error, seeking to understand the impacts of these conceptions on pedagogical practices and students&#8217; well-being. The results indicate difficulties in reconciling the search for a formative assessment perspective with the tendency to condemn errors as synonymous with academic failure.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este trabajo presenta resultados de investigación, tanto bibliográfica como empírica, sobre los efectos de comprender el error en la evaluación de los aprendizajes y sus consecuencias en los procesos de enseñanza-aprendizaje. Se busca destacar la perspectiva de entender la evaluación como parte integral del proceso de aprendizaje, en contraposición a la visión tradicional de juicio y clasificación. La investigación, realizada en una escuela de la Rede Municipal de Educação do Rio de Janeiro, indagó cómo gestores, docentes y estudiantes significan la evaluación y el error, buscando comprender los impactos de estas concepciones en las prácticas pedagógicas y el bienestar de los estudiantes. Los resultados indican dificultades para conciliar la búsqueda de una perspectiva formativa de la evaluación con la tendencia a condenar el error como sinónimo de fracaso escolar.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Avaliação da Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Erro]]></kwd>
<kwd lng="pt"><![CDATA[Ensino-Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Fracasso Escolar]]></kwd>
<kwd lng="pt"><![CDATA[Prática Pedagógica]]></kwd>
<kwd lng="en"><![CDATA[Learning Assessment]]></kwd>
<kwd lng="en"><![CDATA[Error]]></kwd>
<kwd lng="en"><![CDATA[Teaching-Learning]]></kwd>
<kwd lng="en"><![CDATA[School Failure]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical Practice]]></kwd>
<kwd lng="es"><![CDATA[Evaluación del Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Error]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza-Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Fracaso Escolar]]></kwd>
<kwd lng="es"><![CDATA[Práctica Pedagógica]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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