<?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>0104-4060</journal-id>
<journal-title><![CDATA[Educar em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0104-4060</issn>
<publisher>
<publisher-name><![CDATA[Setor de Educação da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40602015000400035</article-id>
<article-id pub-id-type="doi">10.1590/0104-4060.41421</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Provinha Brasil e avaliação formativa: um diálogo possível?]]></article-title>
<article-title xml:lang="en"><![CDATA[ The Brazilian standardized test for second grade students and formative assessment: a possible dialogue? ]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Villas Boas]]></surname>
<given-names><![CDATA[Benigna Maria de Freitas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dias]]></surname>
<given-names><![CDATA[Elisângela Teixeira Gomes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Brasília Departamento de Métodos e Técnicas Programa de Pós-Graduação: Desenvolvimento Profissional Docente]]></institution>
<addr-line><![CDATA[Brasília Distrito Federal]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Faculdade LS  ]]></institution>
<addr-line><![CDATA[Taguatinga Sul Distrito Federal]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<volume>1</volume>
<numero>spe</numero>
<fpage>35</fpage>
<lpage>53</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602015000400035&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602015000400035&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602015000400035&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este texto apresenta parte dos resultados de uma pesquisa referente ao processo desencadeado pela aplica&#231;&#227;o da Provinha Brasil em uma escola de Ensino Fundamental. As pesquisadoras acompanharam o trabalho desenvolvido pelos gestores da escola, coordenadores e professores, em especial as docentes das quatro turmas de 2&#186; ano do Ensino Fundamental. Identificaram-se concep&#231;&#245;es distintas em rela&#231;&#227;o ao uso da Provinha Brasil decorrentes do processo de microrregula&#231;&#227;o local. Tais concep&#231;&#245;es revelam que o instrumento ora era tomado como mecanismo de exclus&#227;o, com foco no resultado final do teste, ora era tido como um mecanismo de inclus&#227;o dentro do espa&#231;o escolar, sendo um indicador do processo avaliativo que favorece a tomada de decis&#227;o. No estudo empreendido, partiu-se do pressuposto de que a Provinha Brasil pode contribuir para a melhoria do processo de ensino-aprendizagem se for compreendida no interior das institui&#231;&#245;es educacionais e pelas pol&#237;ticas p&#250;blicas e articulada com a avalia&#231;&#227;o da aprendizagem via avalia&#231;&#227;o institucional. Entendeu-se que a quest&#227;o central n&#227;o reside na nega&#231;&#227;o da avalia&#231;&#227;o externa, mas no uso que se faz dela. Todavia, n&#227;o se desconsiderou que as pol&#237;ticas p&#250;blicas educacionais e as din&#226;micas escolares refletem processos sociais constitu&#237;dos a partir dos interesses vigentes na sociedade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article presents part of the research findings related to the process unleashed by the administration of the Brazilian standardized test for second grade students in an Elementary School. The researchers followed the work developed by the school staff, coordinators and teachers, specially the elementary second grade teachers of four classrooms. They identified different conceptions about the use of the Brazilian standardized test due to the local micro-regulation process. The conceptions revealed that the test sometimes was viewed as an exclusion mechanism, focused on the results and other times it was viewed as an inclusion mechanism inside the school environment, as an indicator of the assessment process which promotes decision-making. In our study we adopted the idea that the Brazilian standardized test for second grade students can contribute to improve the teaching-learning process if understood within the school work and by public policies and articulated with learning assessment as part of the institutional evaluation. The central issue was not to deny external evaluation, but to emphasize how to use its results. However, we considered that the public educational policies and the school dynamics reflect social processes constituted by social interests.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Provinha Brasil]]></kwd>
<kwd lng="pt"><![CDATA[avaliação externa]]></kwd>
<kwd lng="pt"><![CDATA[avaliação da aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[avaliação formativa.]]></kwd>
<kwd lng="en"><![CDATA[Brazilian standardized test for the second grade students]]></kwd>
<kwd lng="en"><![CDATA[external evaluation]]></kwd>
<kwd lng="en"><![CDATA[learning assessment]]></kwd>
<kwd lng="en"><![CDATA[formative assessment]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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