<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2015000100111</article-id>
<article-id pub-id-type="doi">10.7213/dialogo.educ.15.044.DS05</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Políticas de avaliação educacional e formação continuada de professores]]></article-title>
<article-title xml:lang="en"><![CDATA[Policies for educational evaluation of continuing education of teachers]]></article-title>
<article-title xml:lang="es"><![CDATA[Las políticas de evaluación educativa y la formación continua de los docentes]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Viegas]]></surname>
<given-names><![CDATA[Elis Regina dos Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Scaff]]></surname>
<given-names><![CDATA[Elisangela Alves da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Aberta do Brasil  ]]></institution>
<addr-line><![CDATA[Dourados MS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal da Grande Dourados  ]]></institution>
<addr-line><![CDATA[Dourados MS]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2015</year>
</pub-date>
<volume>15</volume>
<numero>44</numero>
<fpage>111</fpage>
<lpage>131</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2015000100111&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2015000100111&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2015000100111&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este texto visa contribuir para a an&#225;lise da pol&#237;tica de forma&#231;&#227;o continuada de professores alfabetizadores dos anos iniciais do Ensino Fundamental, buscando apontar sua rela&#231;&#227;o com o car&#225;ter indutor das pol&#237;ticas de avalia&#231;&#227;o. Toma-se como l&#243;cus o munic&#237;pio de Dourados (MS), onde foram realizadas entrevistas com gestores de cinco escolas p&#250;blicas da rede municipal de ensino, bem como com gestores municipais respons&#225;veis pela implementa&#231;&#227;o de pol&#237;ticas de forma&#231;&#227;o continuada de professores, no intuito de identificar suas impress&#245;es acerca da pol&#237;tica de forma&#231;&#227;o continuada desenvolvida pela rede municipal de ensino. As considera&#231;&#245;es feitas pelos gestores indicam um fortalecimento da rela&#231;&#227;o forma&#231;&#227;o/avalia&#231;&#227;o, que prop&#245;e um direcionamento de pol&#237;ticas que assegurem recursos materiais e financeiros, mas que, ao mesmo tempo, estabelecem mecanismo de aferi&#231;&#227;o da aplica&#231;&#227;o desses recursos. Sendo assim, conclui-se que as a&#231;&#245;es de forma&#231;&#227;o continuada v&#234;m sendo direcionadas para a media&#231;&#227;o dos resultados a partir do desempenho dos alunos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The aim of this study is to contribute to the analysis of the policies for continuing education of teachers that work in the first years of elementary school, focusing on its relation to the suggestive character of the policies of evaluation. This study took place in Dourados (MS), where there were interviews with directors of five schools in the municipal education system, as well as municipal directors responsible for the implementation of policies for continuing education for teachers in order to identify their impressions of the policies of continuing education developed by the municipal education system. The directors' opinions indicate a strengthening of the relationship between continuing study and evaluation, which proposes to direct the policies that assure material and financial resources, but at the same time establish mechanisms for assessing the application of these resources. Thus, the conclusion is that continuing education has been planned to work on students' results.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Este texto tiene como objetivo contribuir al an&#225;lisis de la formaci&#243;n continua de los professores de alfabetizaci&#243;n en los primeros a&#241;os de la escuela primaria, buscando apuntar su relaci&#243;n con el car&#225;cter inductor de pol&#237;ticas de evaluaci&#243;n. Se toma como el locus del municipio Dourados, MS, en el que se llevaron a cabo entrevistas con los administradores de las cinco escuelas p&#250;blicas en el sistema escolar municipal, as&#237; como un gerente municipal responsable de la implementaci&#243;n de pol&#237;ticas de formaci&#243;n continua para los docentes, con el fin de identificar sus impresiones sobre la pol&#237;tica de formaci&#243;n continua desarrollada por las escuelas municipales. Las consideraciones hechas por los administradores indican un fortalecimiento de la formaci&#243;n relaci&#243;n/evaluaci&#243;n, proponiendo una direcci&#243;n pol&#237;tica para asegurar los recursos materiales y financieros, pero al mismo tiempo, establecer un mecanismo medici&#243;n de la aplicaci&#243;n de estos recursos. As&#237;, se concluye que las iniciativas formaci&#243;n continua se han dirigido a la mediaci&#243;n de los resultados de rendimiento de los estudiantes.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Política e Avaliação Educacional]]></kwd>
<kwd lng="pt"><![CDATA[Formação Continuada]]></kwd>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="en"><![CDATA[Policy and Evaluation of Education]]></kwd>
<kwd lng="en"><![CDATA[Continuing Education]]></kwd>
<kwd lng="en"><![CDATA[Teacher Education]]></kwd>
<kwd lng="es"><![CDATA[Evaluación Política y Educativa]]></kwd>
<kwd lng="es"><![CDATA[Formación Continua]]></kwd>
<kwd lng="es"><![CDATA[Formación del Profesorado]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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