<?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>1983-9278</journal-id>
<journal-title><![CDATA[Eccos Revista Científica]]></journal-title>
<abbrev-journal-title><![CDATA[Eccos Rev. Cient.]]></abbrev-journal-title>
<issn>1983-9278</issn>
<publisher>
<publisher-name><![CDATA[Universidade Nove de Julho - UNINOVE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-92782020000400202</article-id>
<article-id pub-id-type="doi">10.5585/eccos.n55.18871</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[AS PRÁTICAS DE AVALIAÇÃO DA APRENDIZAGEM NA CONCEPÇÃO DOS ALUNOS DO CURSO DE ADMINISTRAÇÃO DA UNIVERSIDADE ESTADUAL DO PARANÁ]]></article-title>
<article-title xml:lang="en"><![CDATA[LEARNING ASSESSMENT PRACTICES IN CONCEPTION OF THE STUDENTS OF THE ADMINISTRATION COURSE AT THE STATE UNIVERSITY OF PARANÁ]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mello]]></surname>
<given-names><![CDATA[Cleverson Molinari]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Costa Neto]]></surname>
<given-names><![CDATA[Pedro Leão da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Tuiuti do Paraná, Universidade Estadual do Paraná  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Varsóvia, Universidade Tuiuti do Paraná  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2020</year>
</pub-date>
<numero>55</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-92782020000400202&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-92782020000400202&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-92782020000400202&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A avaliação precisa ser objeto constante de análise para se saber se de fato ela está contribuindo no processo de ensino-aprendizagem e verificar se as práticas são condizentes com um processo avaliativo formativo. Some-se a complexidade do tema ainda mais por serem incipientes as contribuições no nível do ensino superior em comparação a educação básica. Para colaborar com o debate, o presente estudo foi realizado no Curso de Administração da Universidade Estadual do Paraná (UNESPAR), Campus de Paranaguá, constituindo-se em duas etapas. A primeira através da análise do projeto político-pedagógico e dos planos de ensino do curso. A segunda através de uma pesquisa com os alunos dos últimos anos. O objetivo da investigação foi analisar se o processo de avaliação da aprendizagem nesse curso está cumprindo o seu papel pedagógico ou somente serve como um instrumento tradicional. Desta forma, elaboramos a seguinte questão: Qual a relação existente entre o que é proposto no PPC (UNESPAR, 2020), nos planos de ensino e a percepção dos alunos com relação as práticas avaliativas? A análise dos dados foi realizada através da técnica de análise de conteúdo de Bardin (2016). As conclusões indicam que o PPC (UNESPAR, 2020) está um pouco distante da ideia de avaliação formativa. Por sua vez, os planos de ensino seguem na mesma direção do PPC (UNESPAR, 2020), sendo confirmado pelos próprios alunos na pesquisa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The evaluation needs to be a constant object of analysis in order to know if in fact it is contributing to the teaching-learning process and to verify if the practices are consistent with a formative evaluation process. Add to the complexity of the theme even more because the contributions at the level of higher education compared to basic education are incipient. To collaborate with the debate, this study was carried out in the Administration Course of the State University of Paraná - UNESPAR - Campus of Paranaguá, consisting of two stages. The first through the analysis of the political-pedagogical project and the teaching plans of the course. The second through a survey of students in recent years. The objective of the investigation was to analyze whether the learning assessment processes in this course are fulfilling their pedagogical role or only serve as a traditional instrument. Thus, we ask the following question: What is the relationship between what is proposed in the PPC (UNESPAR, 2020), in the teaching plans amidst the students' perception regarding the evaluative practices? Data analysis was performed using Bardin's content analysis technique (2016). The conclusions indicate that the PPC (UNESPAR, 2020) is a little distant from the idea of formative evaluation. In turn, the teaching plans follow the same direction as the PPC (UNESPAR, 2020), being confirmed by the students themselves in the research.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação superior]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação.]]></kwd>
<kwd lng="en"><![CDATA[Higher education]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[Evaluation.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
