<?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>1984-7114</journal-id>
<journal-title><![CDATA[Contrapontos]]></journal-title>
<abbrev-journal-title><![CDATA[Contrapontos]]></abbrev-journal-title>
<issn>1984-7114</issn>
<publisher>
<publisher-name><![CDATA[Univali]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-71142023000100051</article-id>
<article-id pub-id-type="doi">10.14210/contrapontos.v23n1.p51-67</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[CURRÍCULO E AVALIAÇÃO: CONCEPÇÕES E DEFINIÇÕES PARA CONSUBSTANCIAR O PROCESSO FORMATIVO NA CONTEMPORANEIDADE]]></article-title>
<article-title xml:lang="en"><![CDATA[CURRICULUM AND ASSESSMENT: CONCEPTS AND DEFINITIONS TO CONSOLIDATED THE TRAINING PROCESS TODAY]]></article-title>
<article-title xml:lang="es"><![CDATA[CURRÍCULO Y EVALUACIÓN: CONCEPCIONES Y DEFINICIONES PARA CONSUBSTANCIAR EL PROCESO FORMATIVO EN LA CONTEMPORANEIDAD]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gualberto]]></surname>
<given-names><![CDATA[Lima, Selena Castiel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rychecki]]></surname>
<given-names><![CDATA[Hecktheuer, Fábio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Vale do Itajaí  ]]></institution>
<addr-line><![CDATA[Itajaí SC]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Faculdade Católica de Rondônia  ]]></institution>
<addr-line><![CDATA[Porto Velho RO]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2023</year>
</pub-date>
<volume>23</volume>
<numero>1</numero>
<fpage>51</fpage>
<lpage>67</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-71142023000100051&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-71142023000100051&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-71142023000100051&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este estudo insere-se na compreensão da dialogicidade acerca de concepções e definições de Currículo e de Avaliação, diante de um novo processo formativo que deve ser norteado em conformidade com as necessidades do perfil de aluno da contemporaneidade. Essa postura formativa deve ser refletida, uma vez que a sociedade exige, para o mercado de trabalho, um indivíduo autônomo com conhecimento integral, que desenvolva suas atividades, por meio de raciocínio lógico, de competências, de habilidades, a otimização e a celeridade necessárias. Nesse sentido, o apanhado epistemológico deste estudo viabiliza o entendimento científico sobre os dois objetos em tela, uma vez que integram discussões políticas, sociais e culturais que perduram há tempos no campo educacional. Ademais, ressalta-se que o currículo é o documento que regulamenta a prática educacional em sala de aula, enquanto a avaliação verifica a assimilação do conhecimento efetivado de maneira sistematizada para formação plena do sujeito, perante suas ações pessoais e profissionais, coletivas ou individuais. Todavia, para que a educação seja qualitativa, é imprescindível que todos os envolvidos no processo educacional saibam essas conceitualizações e definições, a fim de que o conhecimento não seja propagado como um rol a ser aplicado, mas que faça parte da ação transformadora para o exercício da cidadania dos estudantes na sociedade de forma legítima e integral.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This study is part of the understanding of dialogicity about concepts and definitions of Curriculum and Assessment, in light of a new training process that should be guided so that it prepares students with the profile demanded of them in today&#8217;s environment. This training posture must be reflected, as society demands, for the job market, an autonomous individual with comprehensive knowledge, who develops their activities with logical reasoning, skills, abilities, optimization and the necessary speed. This epistemological overview provides a scientific understanding of the two objects in question, as they form part of longstanding political, social and cultural discussions in the field of education. Furthermore, it is emphasized that the curriculum is the document that regulates the educational practice in the classroom, while the assessment provides a systematic way of determining whether the knowledge has been assimilated, aiming at the full training of the subject to perform his or her personal, professional, collective or individual actions. However, for education to be qualitative, it is essential that all those involved in the educational process know these concepts and definitions, so that knowledge is not propagated as a role to be applied, but becomes part of the transforming action that will enable the students to exercise their citizenship in society, in a legitimate and integral way.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este estudio se enmarca en la comprensión de la dialogicidad sobre conceptos y definiciones de Currículo y Evaluación, frente a un nuevo proceso formativo que debe orientarse de acuerdo con las necesidades del perfil del estudiante contemporáneo. Esta postura formativa debe reflejarse, ya que la sociedad demanda para el mercado de trabajo, un individuo autónomo con conocimientos integrales, que desarrolle sus actividades, a través del razonamiento lógico, destrezas, habilidades, optimización y la rapidez necesaria. En ese sentido, el recorrido epistemológico de este estudio posibilita la comprensión científica de los dos objetos en cuestión, ya que integran discusiones políticas, sociales y culturales que se prolongan por mucho tiempo en el campo educativo. Además, se destaca que el currículo es el documento que regula la práctica educativa en el aula, en tanto que la evaluación verifica la asimilación de conocimientos realizada de forma sistemática para la formación integral del sujeto frente a su accionar personal y profesional, colectivo o individuo. Sin embargo, para que la educación sea cualitativa, es fundamental que todos los involucrados en el proceso educativo conozcan estas conceptualizaciones y definiciones, para que el conocimiento no se propague como un rol a aplicar, sino que sea parte de la acción transformadora para el ejercicio del conocimiento ciudadanía de los estudiantes en la sociedad de manera legítima e integral.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação]]></kwd>
<kwd lng="pt"><![CDATA[Concepções]]></kwd>
<kwd lng="pt"><![CDATA[Definições]]></kwd>
<kwd lng="en"><![CDATA[Resume]]></kwd>
<kwd lng="en"><![CDATA[Evaluation]]></kwd>
<kwd lng="en"><![CDATA[Conceptions]]></kwd>
<kwd lng="en"><![CDATA[Definitions]]></kwd>
<kwd lng="es"><![CDATA[Reanudar]]></kwd>
<kwd lng="es"><![CDATA[Evaluación]]></kwd>
<kwd lng="es"><![CDATA[concepciones]]></kwd>
<kwd lng="es"><![CDATA[Definiciones]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<given-names><![CDATA[Telma]]></given-names>
</name>
</person-group>
<source><![CDATA[O Diálogo Entre o Ensino e a Aprendizagem]]></source>
<year>2002</year>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Ática]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
