<?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>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052023000200070</article-id>
<article-id pub-id-type="doi">10.12957/teias.2023.73979</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[AVALIAÇÃO DINÂMICA: encontros e desencontros na educação inclusiva]]></article-title>
<article-title xml:lang="en"><![CDATA[DYNAMIC ASSESSMENT: agreements and disagreements on the inclusive education]]></article-title>
<article-title xml:lang="es"><![CDATA[EVALUACIÓN DINÁMICA: encuentros y desencuentros en la educación inclusiva]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santana]]></surname>
<given-names><![CDATA[Ana Paula]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Figueira]]></surname>
<given-names><![CDATA[Ana Paula Couceiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Santa Catarina  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Coimbra  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<volume>24</volume>
<numero>73</numero>
<fpage>70</fpage>
<lpage>84</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052023000200070&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052023000200070&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052023000200070&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O modelo de avaliação da aprendizagem escolar para alunos da educação especial tem sido pouco discutido. Não há documentos orientadores definidos para esse tema. Diante disso, muitas vezes as avaliações são realizadas de forma estática e classificatória sem, contudo, apontar as potencialidades dos sujeitos. Muito embora a perspectiva sócio-histórica tenha permeado vários documentos governamentais, a avaliação realizada a partir dessa perspectiva não tem sido privilegiada. Nesse sentido, o objetivo desse estudo é discutir a avaliação dinâmica como possibilidade de trabalho para a educação especial na perspectiva da educação inclusiva. Faremos isso a partir de uma revisão crítica de literatura. Este estudo revelou lacunas nas referências bibliográficas sobre esse tema. A avaliação dinâmica deve e pode ser considerada como potencialmente importante para o contexto da educação especial pois ela leva em conta a singularidade e o processo de aprendizagem de cada sujeito, a partir da mediação do professor. Desta forma, acredita-se que a discussão sobre a avaliação dinâmica de perspectiva vygotskyana, vai ao encontro de uma educação inclusiva e para todos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The assessment model for special education students has been not discussed yet. There are no oficial documents that has defined this model. In view of this, assessments are being realized in a static and classifying model without, pointing out the student&#8217;s potential. The socio-historical approach has been present at the several government documents but the assessment from a social perspective has not been privileged. In this sense, the aim of this paper is to discuss the dynamic assessment as a possibility of work for special education from the inclusive education by the critical literature review. This study revealed gaps in the bibliographic references. Dynamic assessment should and can be considered potentially important for the context of special education, as it considers the singularity of each student in the teaching/learning process, based on the teacher's mediation. In conclusion, we can affirm that the dynamic assessment from a Vygotsky approach is the great possibility for the inclusive education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El modelo de evaluación del aprendizaje escolar para estudiantes de educación especial ha sido poco discutido. No hay documentos guía definidos para este tema. En vista de esto, las evaluaciones a menudo se realizan de manera estática y clasificatoria sin, sin embargo, señalar el potencial de los sujetos. Si bien la perspectiva sociohistórica ha permeado varios documentos gubernamentales, la evaluación realizada desde esta perspectiva no ha sido privilegiada. En ese sentido, el objetivo de este estudio es discutir la evaluación dinámica como posibilidad de trabajo para la educación especial en la perspectiva de la educación inclusiva. Lo haremos a partir de una revisión crítica de la literatura. Esta investigación reveló pocas referencias bibliográficas sobre este tema. La evaluación dinámica debe y puede ser considerada potencialmente importante para el contexto de la educación especial, ya que tiene en cuenta la singularidad y el proceso de aprendizaje de cada materia, a partir de la mediación del docente. De esta forma, se cree que la discusión sobre la evaluación dinámica desde una perspectiva vygotskyana, está en línea de una educación inclusiva para todos.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[avaliação dinâmica]]></kwd>
<kwd lng="pt"><![CDATA[Vygotsky]]></kwd>
<kwd lng="pt"><![CDATA[perspectiva sócio-histórica]]></kwd>
<kwd lng="pt"><![CDATA[educação especial]]></kwd>
<kwd lng="en"><![CDATA[dynamic assessment]]></kwd>
<kwd lng="en"><![CDATA[Vygotsky]]></kwd>
<kwd lng="en"><![CDATA[socio-historical approach]]></kwd>
<kwd lng="en"><![CDATA[especial education]]></kwd>
<kwd lng="es"><![CDATA[evaluación dinámica]]></kwd>
<kwd lng="es"><![CDATA[Vygotsky]]></kwd>
<kwd lng="es"><![CDATA[perspectiva sociohistórica]]></kwd>
<kwd lng="es"><![CDATA[educación especial]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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