<?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>2178-5201</journal-id>
<journal-title><![CDATA[Acta Scientiarum. Education]]></journal-title>
<abbrev-journal-title><![CDATA[Acta Scientiarum. Education]]></abbrev-journal-title>
<issn>2178-5201</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade Estadual de Maringá - EDUEM]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-52012017000200215</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v39i2.29046</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Compreensões acerca de práticas avaliativas na formação de professores]]></article-title>
<article-title xml:lang="en"><![CDATA[Understanding assessment practices in teacher training]]></article-title>
<article-title xml:lang="es"><![CDATA[Comprensiones acerca de prácticas evaluativas en la formación de professores]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nicacio]]></surname>
<given-names><![CDATA[Rosemary Trabold]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barbosa]]></surname>
<given-names><![CDATA[Raquel Lazzari Leite]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Annibal]]></surname>
<given-names><![CDATA[Sergio Fabiano]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Faculdades Integradas de Ourinhos  ]]></institution>
<addr-line><![CDATA[Ourinhos São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual Paulista &#8220;Júlio de Mesquita Filho&#8221;  ]]></institution>
<addr-line><![CDATA[Assis São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual Paulista &#8220;Júlio de Mesquita Filho&#8221;  ]]></institution>
<addr-line><![CDATA[Assis São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<volume>39</volume>
<numero>2</numero>
<fpage>215</fpage>
<lpage>224</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012017000200215&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012017000200215&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012017000200215&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Neste artigo, a discuss&#227;o resulta de uma experi&#234;ncia piloto em uma licenciatura em Pedagogia de institui&#231;&#227;o privada do interior do Estado de S&#227;o Paulo e decorre do projeto &#8216;Mapeamento da Avalia&#231;&#227;o das Aprendizagens no Ensino Superior&#8217;, financiado pela Funda&#231;&#227;o de Amparo &#224; Pesquisa do Estado de S&#227;o Paulo - FAPESP [Proc. 2012/18530-3] (Barbosa, 2012), sediado na UNESP. Esta reflex&#227;o se justifica pelo fato de que, ao estudarmos os processos avaliativos, temos a oportunidade de entender mais apuradamente tanto o processo de aprendizagem dos alunos quanto as representa&#231;&#245;es dos professores sobre avalia&#231;&#227;o, bem como suas vincula&#231;&#245;es com as pr&#225;ticas pedag&#243;gicas, al&#233;m de refor&#231;ar a ideia de que a avalia&#231;&#227;o n&#227;o se restringe ao exame e &#224; classifica&#231;&#227;o dos estudantes, mas est&#225; atrelada &#224;s possibilidades de democratiza&#231;&#227;o das rela&#231;&#245;es did&#225;ticas. Amparamo-nos na abordagem metodol&#243;gica qualitativa, utilizando tamb&#233;m dados quantitativos. Como resultado deste estudo, percebemos que alunos e professores consideram haver, no curso analisado, aspectos da avalia&#231;&#227;o formativa, todavia, assinalamos a manuten&#231;&#227;o de uma vis&#227;o restrita das pr&#225;ticas avaliativas, entendendo-as como sin&#244;nimo de medida, permanecendo, portanto, um distanciamento da perspectiva de avalia&#231;&#227;o integrada e favorecedora dos processos de ensino e de aprendizagem.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT In this study, the discussion results from a pilot experience in a Pedagogy course in a private institution in the state of S&#227;o Paulo and derived from the project &#8216;Mapping of Learning Assessment in Higher Education&#8217;, funded by the S&#227;o Paulo Research Foundation - FAPESP (Proc. 2012/18530-3), at UNESP. This reflection is justified by the fact that as we study the assessment processes, we have the opportunity to better understand the learning processes of students and representations of teachers on the subject and its links with pedagogical practices and also reinforce the idea that the assessment is not restricted to the examination and classification of students, but is linked to the democratization of the educational relationships. The study was based on a qualitative methodological approach also using quantitative data. Our findings indicated that students and teachers consider the course analyzed has aspects of formative assessment, however, pointed out the maintenance of a restricted view of assessment practices, understanding them as a synonymous of measurement, keeping thus a distance from the integrated evaluation perspective that favors teaching and learning processes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN En este art&#237;culo, la discusi&#243;n resulta de una experiencia piloto en una licenciatura en Pedagog&#237;a de una instituci&#243;n privada del interior del Estado de S&#227;o Paulo y proviene del proyecto &#8216;Mapeo de la Evaluaci&#243;n de los Aprendizajes en la Ense&#241;anza Superior&#8217;, financiado por la Funda&#231;&#227;o de Amparo &#224; Pesquisa do Estado de S&#227;o Paulo - FAPESP (Proc. 2012/18530-3), con sede en la UNESP. Esta reflexi&#243;n se justifica por el hecho de que, al estudiar los procesos evaluativos, tenemos la oportunidad de entender m&#225;s detalladamente tanto el proceso de aprendizaje de los alumnos como las representaciones de los profesores sobre evaluaci&#243;n, as&#237; como sus vinculaciones con las pr&#225;cticas pedag&#243;gicas, adem&#225;s de reforzar la idea de que la evaluaci&#243;n no se restringe al examen y a la clasificaci&#243;n de los estudiantes, sino est&#225; encadenada a las posibilidades de democratizaci&#243;n de las relaciones did&#225;cticas. Nos amparamos en el abordaje metodol&#243;gico cualitativo, utilizando tambi&#233;n datos cuantitativos. Como resultado de este estudio, percibimos que alumnos y profesores consideran haber, en el curso analizado, aspectos de la evaluaci&#243;n formativa, aunque se&#241;alamos el mantenimiento de una visi&#243;n restricta de las pr&#225;cticas evaluativas, entendi&#233;ndolas como integradora y favorecedora de los procesos de ense&#241;anza y de aprendizaje.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Avaliação]]></kwd>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Superior]]></kwd>
<kwd lng="en"><![CDATA[Evaluation]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
<kwd lng="en"><![CDATA[Higher Education]]></kwd>
<kwd lng="es"><![CDATA[Evaluación]]></kwd>
<kwd lng="es"><![CDATA[Formación de Profesores]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza Superior]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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