<?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>1984-6444</journal-id>
<journal-title><![CDATA[Educação UFSM]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Santa Maria]]></abbrev-journal-title>
<issn>1984-6444</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-64442019000100081</article-id>
<article-id pub-id-type="doi">10.5902/1984644438111</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Panorama do processo de avaliação na Educação de Jovens e Adultos em Vila Velha, Espírito Santo]]></article-title>
<article-title xml:lang="en"><![CDATA[Panorama of the evaluation process in Youth and Adult Education in Vila Velha, Espírito Santo]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cruz]]></surname>
<given-names><![CDATA[Antonio Carlos dos Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Asunción  ]]></institution>
<addr-line><![CDATA[Asunción ]]></addr-line>
<country>Paraguay</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<volume>44</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442019000100081&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442019000100081&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442019000100081&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A partir do cenário da Educação de Jovens e Adultos no Brasil, decidiu-se realizar uma investigação do sistema avaliativo na EJA, considerando a cidade de Vila Velha, no Espírito Santo, buscando-se detectar a adequação do procedimento avaliativo na perspectiva de professores e estudantes. Tomou-se como objetivo geral, portanto, estabelecer um panorama de como estudantes e professores das escolas investigadas compreendem a avaliação, se entendem que os métodos são satisfatórios e adequados para a construção de uma formação plena e crítica. Metodologicamente, a pesquisa teve caráter misto, ou seja, em parte abordou o tema de forma qualitativa e bibliográfica, e, em parte, ofereceu análise quantitativa, descritiva e interpretativa. Empreendeu-se a pesquisa através de questionários, bem como realização de entrevistas, com amostra de 200 estudantes e 50 docentes. Constatou-se que embora os educadores tenham claras concepções em torno das especificidades de trabalho com a EJA, dificuldades e de todo o ambiente dos alunos, no que toca ao processo avaliativo, continuam mantendo a distribuição de 60% dos pontos por meio de prova escrita. Além disso, 60% dos estudantes pensam com certa frequência em desistir dos estudos por medo das notas e provas, apesar de considerarem que o sistema avaliativo é justo. Concluiu-se que há uma necessidade, para o desenvolvimento da EJA, de se abandonar a metodologia avaliativa quantitativa, partindo-se para um novo modelo, que envolva efetivamente o aluno, fomentando a avaliação mediadora do ensino-aprendizagem, como diagnóstico do que deve ser melhorado por todos os envolvidos no processo educativo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Based on the scenario of Youth and Adult Education in Brazil, it was decided to investigate it, considering the city of Vila Velha, in Espírito Santo, seeking to detect the appropriateness of the evaluation from the perspective of students and teachers. The general objective was to establish an overview of the students and the teachers, about how they comprise the evaluation, if it is appropriate for a critical formation of students. Methodologically, this paper had mixed characteristics; that is, we approached the subject in a qualitative and bibliographical way, and, in part, offered the quantitative, descriptive and interpretative analysis. The investigation was conducted through questionnaires, as well as interviews, with a sample of 200 students and 50 teachers. It was found that, although educators understand well the specificities of working with Youth and Adult Education, the difficulties and the environment of the students, they continue to distribute 60% of the points by means of proof writing. In addition, 60% of students often think about dropping out of school for fear of grades and tests, even though they believe the system is fair. It was concluded that there is an important task for the development of Youth and Adult Education, to abandon a quantitative methodology, starting with a new model, which involves the students, promoting a mediating evaluation of teaching-learning, such as a diagnosis of which must be improved by all those involved in the educational process.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino-Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Procedimentos Avaliativos]]></kwd>
<kwd lng="pt"><![CDATA[Educação Mediadora]]></kwd>
<kwd lng="en"><![CDATA[Teaching-Learning]]></kwd>
<kwd lng="en"><![CDATA[Evaluation Procedures]]></kwd>
<kwd lng="en"><![CDATA[Moderator Education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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