<?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>S1982-71992019000200749</article-id>
<article-id pub-id-type="doi">10.14244/198271992481</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Abordagens de avaliação educacional: a constituição do campo teórico no cenário internacional]]></article-title>
<article-title xml:lang="en"><![CDATA[Educational evaluation approaches: constitution of the theoretical field in the international scenario]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Borges]]></surname>
<given-names><![CDATA[Regilson Maciel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rothen]]></surname>
<given-names><![CDATA[José Carlos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Lavras  ]]></institution>
<addr-line><![CDATA[Lavras MG]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[São Carlos SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2019</year>
</pub-date>
<volume>13</volume>
<numero>2</numero>
<fpage>749</fpage>
<lpage>768</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-71992019000200749&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-71992019000200749&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-71992019000200749&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo apresenta uma revisão teórica das principais abordagens de avaliação que marcaram a trajetória da avaliação educacional no cenário internacional. Trata-se de uma pesquisa bibliográfica que, referenciada na literatura da avaliação, busca estudar as variadas dimensões e os diferentes sentidos que constituíram historicamente o campo da avaliação educacional. São descritas sete abordagens de avaliação: a avaliação baseada em objetivos, a avaliação baseada na lógica científica, a avaliação baseada no valor agregado, a avaliação a serviço da decisão, a avaliação orientada para consumidores, a avaliação centrada nos participantes e a avaliação qualitativa. Cada uma dessas abordagens é caracterizada segundo seus protagonistas, objetivos, enfoques conceituais, orientações teóricas decorrentes de pressupostos metodológicos e os estudiosos que deram continuidade nas suas respectivas abordagens. Essa literatura internacional exerceu forte influência sobre os pesquisadores brasileiros da avaliação que, fundamentados nesses referenciais, buscaram sustentar uma área de conhecimento que ainda se encontra em processo de constituição e fortalecimento em nosso país.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article presents a theoretical review of the main evaluation approaches that marked the trajectory of educational evaluation in the international scenario. This is a bibliographical research that, based on the assessment literature, aimed at studying the various dimensions and different meanings that have historically constituted the educational evaluation field. Seven evaluation approaches are described: goal-based evaluation, evaluation based on scientific logic, value-based evaluation, decision-making evaluation, consumer-oriented evaluation, participant-centered evaluation, and qualitative evaluation. Each one of them is characterized according to its protagonists, objectives, conceptual approaches, theoretical orientations deriving from methodological assumptions, and the scholars who continued their respective approaches. Such international literature had a strong influence on Brazilian evaluation researchers who, based on these references, sought to support a field of knowledge that is still in the process of constitution and strengthening in our country.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Avaliação educacional]]></kwd>
<kwd lng="pt"><![CDATA[Abordagens de avaliação]]></kwd>
<kwd lng="pt"><![CDATA[Teorias em avaliação]]></kwd>
<kwd lng="en"><![CDATA[Educational evaluation]]></kwd>
<kwd lng="en"><![CDATA[Evaluation approaches]]></kwd>
<kwd lng="en"><![CDATA[Theories on evaluation]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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