<?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>2177-6059</journal-id>
<journal-title><![CDATA[Roteiro]]></journal-title>
<abbrev-journal-title><![CDATA[Roteiro. UNOESC]]></abbrev-journal-title>
<issn>2177-6059</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Oeste de Santa Catarina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2177-60592011000200010</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Avaliação por competência no ensino médio]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Adriana Pires de]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mourão]]></surname>
<given-names><![CDATA[Maria das Graças Mota]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Maciel]]></surname>
<given-names><![CDATA[Renata Cordeiro]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A10">
<institution><![CDATA[,Universidade Estadual de Montes Claros  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2011</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2011</year>
</pub-date>
<volume>36</volume>
<numero>02</numero>
<fpage>335</fpage>
<lpage>346</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-60592011000200010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-60592011000200010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-60592011000200010&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O presente estudo objetivou analisar a avaliação por competências a partir da percepção dos professores do ensino médio no processo educativo. Trata-se de uma pesquisa descritiva de caráter qualitativo. Utilizou-se como procedimento metodológico a análise documental das atividades avaliativas de dez professores de uma escola pública de ensino médio de Montes Claros, MG. Para isso, desenhou-se um roteiro definindo três eixos: cognitivo, procedimental e comportamental/ afetivo, tomando por base as matrizes do Exame Nacional do Ensino Médio (ENEM). As análises fundamentam-se nas contribuições teóricas de Depresbiteris (1989); Hoffman (2002); Luckesi (2000); Perrenoud (1999); Rabelo (1998) e Sant’anna (1995). A discussão busca favorecer o entendimento do aluno enquanto sujeito histórico-social capaz de conduzir o seu processo de aprendizagem, desde que orientados e estimulados pelos professores. Os resultados evidenciaram que os professores, em sua maioria, utilizam instrumentos avaliativos coerentes com esse tipo de avaliação, embora haja, ainda, resquícios tradicionais em suas práticas avaliativas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This study aimed to analyze the assessment of competencies from the perception of secondary school teachers in the educational process. This is a descriptive qualitative. Was used as a methodological procedure document analysis of evaluation activities of ten teachers from a public high school average of Montes Claros. For this, drew up a roadmap setting out three key areas: cognitive, procedural and behavioral / emotional, based on the headquarters of the National High School Examination - ENEM. Analyses are based on the theoretical contributions of Depresbiteris (1989), Hoffman (2002); Luckesi (2000) and Perrenoud (1999), Rabelo (1998) and Sant’anna (1995). The discussion aims to promote student understanding while socio-historical subject capable of driving the learning process, provided that guided and encouraged by teachers. The results showed that teachers mostly use evaluative tools consistent with this type of assessment, although there are still remnants in their traditional assessment practices.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Avaliação por Competências]]></kwd>
<kwd lng="pt"><![CDATA[Professores]]></kwd>
<kwd lng="pt"><![CDATA[Instrumentos Avaliativos]]></kwd>
<kwd lng="en"><![CDATA[Competency Evaluation]]></kwd>
<kwd lng="en"><![CDATA[Teachers]]></kwd>
<kwd lng="en"><![CDATA[Evaluative Tools]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Avalia&ccedil;&atilde;o  por compet&ecirc;ncia no ensino m&eacute;dio.</h2> <h3>Competency evaluation in middle school.</h3>     <p>&nbsp;</p> <h4>Adriana  Pires de Oliveira, Maria das Gra&ccedil;as Mota Mour&atilde;o, Renata Cordeiro Maciel</h4> </font>      ]]></body><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<source><![CDATA[Boletim técnico do SENAC]]></source>
<year></year>
<volume>27</volume>
<numero>3</numero>
<issue>3</issue>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
