<?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>1982-7199</journal-id>
<journal-title><![CDATA[Revista Eletrônica de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Elet. Educ.]]></abbrev-journal-title>
<issn>1982-7199</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de São Carlos, Programa de Pós-Graduação em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-71992018000100245</article-id>
<article-id pub-id-type="doi">10.14244/198271992130</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A meta-avaliação de disciplina ministrada em pós-graduação stricto sensu]]></article-title>
<article-title xml:lang="en"><![CDATA[The meta-evaluation of discipline ministered in stricto sensu postgraduation]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Passarelli]]></surname>
<given-names><![CDATA[Lílian Maria Ghiuro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica de São Paulo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<volume>12</volume>
<numero>1</numero>
<fpage>245</fpage>
<lpage>262</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-71992018000100245&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-71992018000100245&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-71992018000100245&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este trabalho tem por objetivo analisar as manifesta&#231;&#245;es avaliativas de mestrandos de disciplina eletiva ministrada no Programa de Estudos P&#243;s-Graduados em Educa&#231;&#227;o: Forma&#231;&#227;o de Formadores (Formep). A disciplina fomenta trabalho pr&#225;tico para gerir produtivamente os resultados obtidos em processos avaliativos em larga escala referentes &#224; leitura e &#224; escrita. Os fundamentos que alicer&#231;am este estudo se baseiam em modelos e teorias sociointeracionistas para sustenta&#231;&#227;o da leitura e da escrita como processos de constru&#231;&#227;o de sentido. Tamb&#233;m se norteiam pela concep&#231;&#227;o de avalia&#231;&#227;o como aprendizagem. A fim de averiguar se as atividades propostas contribu&#237;ram para a amplia&#231;&#227;o/constru&#231;&#227;o de saberes, foi idealizado instrumento no qual os mestrandos, ao final do semestre, realizaram autoavalia&#231;&#227;o e avalia&#231;&#227;o da disciplina. Neste artigo, o escopo de an&#225;lise restringe-se &#224;s manifesta&#231;&#245;es constitu&#237;das pela percep&#231;&#227;o da autoavalia&#231;&#227;o referente somente a duas atividades realizadas durante o semestre letivo e pela avalia&#231;&#227;o da disciplina. Para operacionalizar a an&#225;lise de tais manifesta&#231;&#245;es, o crit&#233;rio eleito foi de agrup&#225;-las em categorias relacionadas &#224;s tr&#234;s dimens&#245;es da pr&#225;tica docente: o saber, o saber ser e o saber fazer. A op&#231;&#227;o por essas categorias decorre da assun&#231;&#227;o de que os formadores produzem saberes espec&#237;ficos ao longo de sua pr&#225;xis educativa e que n&#227;o s&#227;o meros mediadores de saberes produzidos por outrem. Implica tamb&#233;m a pr&#243;pria natureza do fazer pedag&#243;gico, da historicidade da pr&#225;xis: uma reflex&#227;o cr&#237;tica para minimizar o hiato entre o plano te&#243;rico e o pr&#225;tico. Os resultados conduziram &#224; realiza&#231;&#227;o de investimentos/ajustes em duas frentes: (i) redimensionamento de abordagens e sele&#231;&#227;o de conte&#250;dos; (ii) meta-avalia&#231;&#227;o do pr&#243;prio instrumento com o qual foram coletadas informa&#231;&#245;es.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This paper aims to analyze the evaluative manifestations of master students of the elective discipline given in the Programa de Estudos P&#243;s-Graduados em Educa&#231;&#227;o: Forma&#231;&#227;o de Formadores (Formep). The discipline promotes practical work to manage productively the results obtained in large-scale evaluation processes related to reading and writing. The foundations underlying this study are based on socio-interactionist models and theories to sustain reading and writing as meaning-building processes. They are also guided by the conception of evaluation as learning. To verify if the proposed activities contributed to the expansion/ construction of knowledge, an instrument was designed to allow master students to assess both themselves and the discipline at the end of the semester. In this article, the scope of analysis is restricted to the manifestations constituted by the perception of self-assessment referring to only two activities carried out during the semester and by the evaluation of the discipline. To operationalize the analysis of such manifestations, the chosen criterion was to group them into categories related to the three dimensions of teaching practice: knowledge, knowledge to be and knowledge to do. The choice for these categories stems from the assumption that formers produce specific knowledge throughout their educational practice and are not mere mediators of knowledge produced by others. It also implies the very nature of pedagogical action, of the historicity of praxis: a critical reflection to minimize the gap between the theoretical and practical planes. The results led to the realization of investments/adjustments on two fronts: (i) resizing of approaches and selection of contents; (ii) meta-evaluation of the instrument with which information was collected.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Avaliação como Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Produção do Texto Acadêmico]]></kwd>
<kwd lng="pt"><![CDATA[Meta-Avaliação]]></kwd>
<kwd lng="en"><![CDATA[Evaluation as Learning]]></kwd>
<kwd lng="en"><![CDATA[Production of Academic Text]]></kwd>
<kwd lng="en"><![CDATA[Meta-Evaluation]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MÉNDEZ]]></surname>
<given-names><![CDATA[J. M. A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Avaliar para conhecer, examinar para excluir]]></source>
<year></year>
<publisher-loc><![CDATA[Porto Alegre ]]></publisher-loc>
<publisher-name><![CDATA[Artmed]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
