<?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>S0104-40602024000102012</article-id>
<article-id pub-id-type="doi">10.1590/1984-0411.93728</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[As avaliações externas e em larga escala na formação inicial de professores no Brasil: que espaço elas ocupam?]]></article-title>
<article-title xml:lang="en"><![CDATA[Large-scale assessments in the teachers&#8217; pre-service education in Brazil: what space do they occupy?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Garcia]]></surname>
<given-names><![CDATA[Paulo Sérgio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Miranda]]></surname>
<given-names><![CDATA[Nonato Assis de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Municipal de São Caetano do Sul (USCS)  ]]></institution>
<addr-line><![CDATA[São Caetano do Sul São Paulo]]></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>40</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602024000102012&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602024000102012&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602024000102012&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO As avaliações externas e em larga escala estão muito presentes na educação brasileira e, por razões diversas, têm gerado um grande debate entre aqueles que a idolatram e os que a &#8220;demonizam&#8221;, havendo uma disputa acirrada pelo controle de narrativas. Esses elementos, portanto, não deveriam ser subtraídos dos cursos de licenciatura onde ocorre a formação inicial de professores. Nesse cenário, este estudo investigou o espaço ocupado pelas avaliações externas e em larga escala, nacionais, como o Sistema de Avaliação da Educação Básica (SAEB), e internacionais, como o Programa Internacional de Avaliação de aluno (PISA), em cursos de licenciatura localizados em diferentes regiões brasileiras. Analisamos os conteúdos trabalhados, na disciplina de avaliação, e discutidos nesses cursos, assim como os possíveis discursos produzidos. Metodologicamente, optamos pela abordagem qualitativa de pesquisa cujas interpretações incidiram sobre ementas e planos de ensino dos cursos investigados, com base na análise de conteúdo. Os resultados mostram que são escassos, na formação do futuro professor, os conteúdos das avaliações externas, especialmente, elementos daquelas de origem internacional. Tal escassez tende a subtrair dos futuros docentes a compreensão de aspectos técnicos e ideológicos essenciais que fazem parte do panorama cotidiano das escolas de educação básica. Ademais, tal carência pode resultar em professores despolitizados, incapazes de compreender as dinâmicas das avaliações, e suscetíveis a discursos mistificadores circulantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Large-scale assessments are highly present in Brazilian education and, for various reasons, have sparked a significant debate between those who idolize and those who &#8220;demonize&#8221; them, leading to a fierce dispute for narrative control. In our understanding, these elements, therefore, should not be omitted from teacher education programs where initial teacher education takes place. In this scenario, this study investigated the role played by large-scale assessments, both national, such as the Basic Education Assessment System (SAEB), and international, like the Programme for International Student Assessment (PISA), in teacher education programs located in different regions of Brazil. We analyzed the contents addressed, from the assessment discipline, and discussed in these programs, as well as the possible discourses produced. Methodologically, we chose a qualitative research approach, with interpretations focusing on the syllabi and teaching plans of the investigated programs, based on content analysis. The results indicate that the contents of these assessments, especially those of international origin, are scarce in the education of future teachers. This scarcity tends to deprive future educators of the understanding of essential technical and ideological elements that are part of the daily landscape of basic education schools. Moreover, such scarcity may result in depoliticized teachers, unable to comprehend the dynamics of assessments and susceptible to circulating mystifying discourses.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Avaliação Externa e em Larga Escala]]></kwd>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[SAEB]]></kwd>
<kwd lng="pt"><![CDATA[PISA]]></kwd>
<kwd lng="en"><![CDATA[External and Large-Scale Assessment]]></kwd>
<kwd lng="en"><![CDATA[Teacher Education]]></kwd>
<kwd lng="en"><![CDATA[SAEB]]></kwd>
<kwd lng="en"><![CDATA[PISA]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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