<?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>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022010000300010</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Mapas conceituais e avaliação formativa: tecendo aproximações]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Nadia Aparecida de]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Boruchovitch]]></surname>
<given-names><![CDATA[Evely]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A10">
<institution><![CDATA[,Universidade Estadual de Londrina  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A10">
<institution><![CDATA[,Universidade Estadual de Campinas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2010</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2010</year>
</pub-date>
<volume>36</volume>
<numero>03</numero>
<fpage>795</fpage>
<lpage>810</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022010000300010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022010000300010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022010000300010&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Tendo a avaliação formativa como pano de fundo e a aprendizagem significativa como horizonte possível, o texto intenta evidenciar o mapa conceitual como ferramenta particularmente relevante às intenções formativas, porque favorável à regulação do ensino e à autorregulação da aprendizagem e pertinente enquanto estratégia de ensino/aprendizagem. Revisitar o referencial teórico relativo à temática favoreceu: (a) contemplar a utilidade do mapa conceitual - empreendido enquanto estratégia de ensino e/ou avaliação - sob diferentes perspectivas: a daquele que ensina/avalia e a daquele que aprende/é avaliado; (b) aquilatar o quanto se valer dos mapas conceituais é criar alternativas para a organização do conhecimento, pela promoção de experiências educativas que incitem não somente a reflexão, a busca de compreensão e o processamento profundo da informação, mas também o desenvolvimento da autorregulação, da meta cognição e do aprender a aprender; (c) repensar a importância dos meios utilizados para avaliar a aprendizagem, que não podem ser quaisquer meios, mas aqueles que favoreçam uma percepção clara das aprendizagens edificadas e daquelas ainda em curso, orientando e viabilizando ações de superação; e, (d) conferir novo sentido à tarefa de ensinar a aprender, compreendida como auxílio permanente na elaboração do saber, pelo desvelamento das razões que subjazem às dificuldades a serem superadas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Having formative evaluation as its backdrop, and significant learning as its possible horizon, the text aims at exposing conceptual maps as a particularly relevant tool for formative purposes, due to its positive influence on the regulation of teaching and to the self-regulation of learning, and pertinent as a teaching/learning strategy. Revisiting the theoretical framework related to this theme made it possible: (a) to contemplate the usefulness of conceptual maps - used as a teaching and/or evaluating strategy - under different perspectives: that of one who teaches/evaluates, and that of one who learns/is evaluated; (b) to weigh how much making use of conceptual maps means creating alternatives for the organization of knowledge through educative experiences that stimulates not only reflection and the search for understanding and deep processing of information, but also the development of self-regulation, of meta-cognition and of the learning to learn; (c) to rethink the importance of the means employed to evaluate the learning, which cannot be just any means, but those that favor the clear perception of the learning already built as well as of those still under construction, guiding and promoting development activities; and (d) attributing a new meaning to the task of teaching to learn, understood as a constant support in the creation of knowledge through the disclosure of the reasons underlying the difficulties to be overcome.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Avaliação da Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Estratégias de Ensino e Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Mapa Conceitual]]></kwd>
<kwd lng="pt"><![CDATA[Autorregulação]]></kwd>
<kwd lng="en"><![CDATA[Evaluation of Learning]]></kwd>
<kwd lng="en"><![CDATA[Teaching and Learning Strategies]]></kwd>
<kwd lng="en"><![CDATA[Conceptual Map]]></kwd>
<kwd lng="en"><![CDATA[Self-Regulation]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Mapas conceituais e avalia&ccedil;&atilde;o formativa: tecendo  aproxima&ccedil;&otilde;es.</h2> <h3>Conceptual maps and  formative evaluation: drawing relationships.</h3>     <p>&nbsp;</p> <h4>Nadia Aparecida de Souza, Evely Boruchovitch    <br> </h4> </font>      ]]></body><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[AMORETTI]]></surname>
<given-names><![CDATA[M. S. M.]]></given-names>
</name>
<name>
<surname><![CDATA[TAROUCO]]></surname>
<given-names><![CDATA[L. M. R.]]></given-names>
</name>
</person-group>
<article-title xml:lang="pt"><![CDATA[Mapas conceituais: modelagem colaborativa do conhecimento.]]></article-title>
<source><![CDATA[Informática na Educação: teoria & prática]]></source>
<year>set.</year>
<month> 2</month>
<day>00</day>
<volume>3</volume>
<numero>1</numero>
<issue>1</issue>
<publisher-name><![CDATA[PGIE/UFRGS]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BORUCHOVITCH]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<article-title xml:lang="pt"><![CDATA[Estratégias de aprendizagem e desempenho escolar: considerações para a prática educacional.]]></article-title>
<source><![CDATA[Psicologia: reflexão e crítica]]></source>
<year>1999</year>
<volume>12</volume>
<numero>2</numero>
<issue>2</issue>
<publisher-loc><![CDATA[Porto Alegre ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[COSTAMAGNA]]></surname>
<given-names><![CDATA[A. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang="es"><![CDATA[Mapas conceptuales como expresión de procesos de interrelación para evaluar la evolución del conocimiento de alumnos universitarios.]]></article-title>
<source><![CDATA[Enseñanza de lãs Ciencias]]></source>
<year>2001</year>
<volume>16</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>309-318</page-range><publisher-loc><![CDATA[Barcelona ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MOREIRA]]></surname>
<given-names><![CDATA[M. A.]]></given-names>
</name>
<name>
<surname><![CDATA[SOARES]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[DE PAULO]]></surname>
<given-names><![CDATA[I. C.]]></given-names>
</name>
</person-group>
<article-title xml:lang="pt"><![CDATA[Mapas conceituais como instrumento de avaliação em um curso introdutório de mecânica quântica.]]></article-title>
<source><![CDATA[Revista Brasileira de Ensino de Física]]></source>
<year>set.</year>
<month>/d</month>
<day>ez</day>
<volume>1</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>1-12</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[RUIZ-MORENO]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang="pt"><![CDATA[Mapa conceitual: ensaiando critérios de análise.]]></article-title>
<source><![CDATA[Ciência & Educação]]></source>
<year>2007</year>
<volume>13</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>453-463</page-range><publisher-loc><![CDATA[Bauru ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SOUZA]]></surname>
<given-names><![CDATA[N. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang="pt"><![CDATA[Avaliação da aprendizagem e atuação docente.]]></article-title>
<source><![CDATA[Estudos em Avaliação Educacional]]></source>
<year>jan.</year>
<month>/j</month>
<day>un</day>
<numero>29</numero>
<issue>29</issue>
<page-range>149-168</page-range><publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
