<?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>S1517-97022020000100528</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634202046216270</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Os pressupostos da avaliação e a produção de currículos na escola: reflexões a partir da geografia]]></article-title>
<article-title xml:lang="en"><![CDATA[The premises of the evaluation process and the production of school curricula: some reflections based on Geography]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Stefenon]]></surname>
<given-names><![CDATA[Daniel Luiz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castellar]]></surname>
<given-names><![CDATA[Sonia Maria Vanzella]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Centro-Oeste  ]]></institution>
<addr-line><![CDATA[Irati Paraná]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>46</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022020000100528&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022020000100528&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022020000100528&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Ao considerar que a avaliação das aprendizagens tem um papel importante na gestão e na promoção do desenvolvimento intelectual dos estudantes, este trabalho busca apresentar e discutir esse papel a partir do viés dos conhecimentos veiculados pelos discursos pedagógicos em diferentes contextos de realização. Em outras palavras, pretende-se refletir acerca da avaliação a partir de suas implicações no âmbito curricular e na construção dos conhecimentos na escola. Além de produções de autores que pensam o conhecimento na escola a partir de sua conexão com fatores que lhe são extrínsecos, ou seja, com o conjunto das contradições sociais que caracterizam os espaços de vivência dos sujeitos que a frequentam, serão também trazidas para o debate reflexões que resultaram de uma pesquisa de doutorado que explorou a relação entre a recontextualização dos saberes disciplinares em diferentes contextos escolares e a (re)produção das desigualdades educacionais. O texto demonstra que a definição dos critérios de avaliação incide sobre a conformação dos currículos que se realizam, efetivamente, na escola. Além disso, as expectativas de futuro compartilhadas e o contexto primário de socialização dos estudantes também demonstram potencial de interferência sobre as escolhas realizadas pelo professor no encaminhamento de suas práticas. Por fim, propõe-se uma perspectiva de avaliação em que parâmetros e critérios tenham caráter explícito, mas que sejam conduzidos a partir de diferentes canais e linguagens de comunicação. A partir disso, espera-se contribuir na construção de fundamentos de uma escola que esteja atenta tanto ao reconhecimento e valorização das diferenças, como também à mitigação das desigualdades de acesso aos conhecimentos social e historicamente produzidos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Considering that the evaluation of apprenticeship plays an important role in the management and promotion of students&#8217; intellectual development, this paper aims to present and discuss this role based upon the knowledge transmitted through pedagogical practices in different contexts. In other words, we aim to discuss the evaluation process and its implications on the school curriculum and the building of knowledge in school. This debate will be composed by the output of authors who establish a link between knowledge at school and the factors that are extrinsic to this environment, that is, the mix of social contradictions that characterize the school areas where students and teachers interact, as well as by considerations that derive from a doctoral research that looked into the relationship between the recontextualization of the disciplinary knowledge in different school contexts and the reproduction of educational inequalities. In this article, we show that the definition of evaluation criteria has an impact on the elaboration of the curriculum that is actually followed in school. Furthermore, the perspectives that people have in common and the primary context of students&#8217; socialization also show some potential interference upon the choices made by teachers in their daily practices. At last, we put forward a perspective of evaluation in which parameters and criteria are explicit, but may be carried out through different communication and language channels. By doing that, we will hopefully be contributing to the building of foundations of a school that is attentive both to the recognition and valuing of differences, as well as to the mitigation of inequality of access to the socially and historically produced knowledge.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Avaliação]]></kwd>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Conhecimento escolar]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de geografia]]></kwd>
<kwd lng="en"><![CDATA[Evaluation]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[School knowledge]]></kwd>
<kwd lng="en"><![CDATA[Teaching of Geography]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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