<?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>2238-121X</journal-id>
<journal-title><![CDATA[Comunicações]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Comunic.]]></abbrev-journal-title>
<issn>2238-121X</issn>
<publisher>
<publisher-name><![CDATA[Universidade Metodista de Piracicaba]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2238-121X2017000100149</article-id>
<article-id pub-id-type="doi">10.15600/2238-121X/comunicacoes.v24n1p149-169</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[FORMAÇÃO DOCENTE: CONTRIBUIÇÕES DA DIVERSIFICAÇÃO DOS INSTRUMENTOS AVALIATIVOS]]></article-title>
<article-title xml:lang="en"><![CDATA[TEACHER TRAINING: DIVERSIFICATION OF EVALUATIVE INSTRUMENTS CONTRIBUTIONS]]></article-title>
<article-title xml:lang="es"><![CDATA[FORMACIÓN DEL PROFESORADO: CONTRIBUCIONES DE LA DIVERSIFICACIÓN DE INSTRUMENTOS EVALUATIVOS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[NASCIMENTO]]></surname>
<given-names><![CDATA[MARI CLAIR MORO]]></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[OLIVEIRA]]></surname>
<given-names><![CDATA[ANELISE MARTINELLI BORGES DE]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Estadual Paulista  ]]></institution>
<addr-line><![CDATA[Marília SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Estadual Paulista  ]]></institution>
<addr-line><![CDATA[Assis SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade Estadual Paulista  ]]></institution>
<addr-line><![CDATA[Marília SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<volume>24</volume>
<numero>1</numero>
<fpage>149</fpage>
<lpage>169</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2238-121X2017000100149&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2238-121X2017000100149&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2238-121X2017000100149&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este estudo, com o objetivo de apresentar a diversidade de instrumentos avaliativos como um aspecto que pode favorecer a forma&#231;&#227;o e a atua&#231;&#227;o de futuros professores, est&#225; embasado na abordagem qualitativa, sendo os dados coletados a partir de question&#225;rio. As informa&#231;&#245;es adquiridas foram analisadas, categorizadas e quantificadas, tendo por fundamento a an&#225;lise de conte&#250;do. O olhar se volta para a avalia&#231;&#227;o nos cursos de forma&#231;&#227;o de professores, por acreditarmos que, se os futuros professores experienciarem a diversidade de instrumentos avaliativos, poder&#227;o ampliar seus conhecimentos a respeito do status da pr&#243;pria aprendizagem e da forma&#231;&#227;o, valendo-se dessa pr&#225;tica quando estiverem no exerc&#237;cio da doc&#234;ncia, tendo em vista favorecer a melhoria do conhecimento dos alunos com os quais estar&#227;o atuando no contexto da educa&#231;&#227;o b&#225;sica. A pesquisa foi realizada no ano de 2014, em uma turma do 2&#186;. ano, em um curso de Pedagogia, cujo funcionamento ocorre em uma universidade p&#250;blica situada no Estado do Paran&#225;. Os dados possibilitaram perceber o portf&#243;lio e o mapa conceitual como os instrumentos avaliativos que mais proporcionaram aprendizagens, bem como a import&#226;ncia do feedback do professor aos alunos, por ser essencial a devolutiva acerca da qualidade das aprendizagens.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This study, that aimed to present the diversity of evaluation instruments as an aspect which may contribute to the formation and performance of future teachers, is based in the qualitative approach and data collected from questionnaire. Information acquired were analyzed, categorized and quantified, on the grounds on content analysis. The observation turns to the evaluation in teacher training courses, because we believe that if student teachers experience the diversity of evaluation tools may expand their knowledge about the status of their own learning and training, making use of this practice when they are in the teaching profession in order to encourage the improvement of students knowledge who will be acting in the context of basic education. The survey was conducted in 2014, in a 2nd year classes in a Faculty of Education whose operation takes place in a public university located in the state of Paran&#225;, Brazil. The data enable to realize the portfolio and the conceptual map as the evaluation instruments that provided more learning, as well as the importance of teacher&#8217;s feedback to students, considering essential the return about the quality of learning.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este estudio, con el objetivo de presentar la diversidad de instrumentos evaluativos como un aspecto que puede favorecer la formaci&#243;n y la actuaci&#243;n de futuros profesores, se basa en el abordaje cualitativo, siendo los datos colectados a partir de cuestionario. Se analizaron las informaciones adquiridas, categorizadas y cuantificadas, teniendo por fundamento el an&#225;lisis de contenido. La mirada se vuelve hacia la evaluaci&#243;n en los cursos de formaci&#243;n de profesores, por nuestra creencia que si los futuros profesores experimentan la diversidad de instrumentos evaluativos podr&#225;n ampliar sus conocimientos al respecto del status del propio aprendizaje y de la formaci&#243;n, vali&#233;ndose de esa pr&#225;ctica cuando est&#233;n en el ejercicio de la docencia, teniendo en vista favorecer la mejora del conocimiento de los alumnos con los cuales estar&#225;n actuando en el contexto de la educaci&#243;n b&#225;sica. La investigaci&#243;n se realiz&#243; en el a&#241;o de 2014, en una clase del 2&#186;. a&#241;o, en un curso de Pedagog&#237;a cuyo funcionamiento ocurre en una universidad p&#250;blica ubicada en el Estado de Paran&#225;. Los datos posibilitaron percibir el portafolio y el mapa conceptual como los instrumentos evaluativos que m&#225;s favorecieron los aprendizajes, bien como la importancia del feedback del profesor a los alumnos, por ser esencial la devolutiva acerca da calidad de los aprendizajes.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[INSTRUMENTOS AVALIATIVOS]]></kwd>
<kwd lng="pt"><![CDATA[AVALIAÇÃO FORMATIVA]]></kwd>
<kwd lng="pt"><![CDATA[FORMAÇÃO DE PROFESSORES]]></kwd>
<kwd lng="en"><![CDATA[EVALUATION TOOLS]]></kwd>
<kwd lng="en"><![CDATA[FORMATIVE ASSESSMENT]]></kwd>
<kwd lng="en"><![CDATA[TEACHER TRAINING]]></kwd>
<kwd lng="es"><![CDATA[INSTRUMENTOS EVALUATIVOS]]></kwd>
<kwd lng="es"><![CDATA[EVALUACIÓN FORMATIVA]]></kwd>
<kwd lng="es"><![CDATA[FORMACIÓN DE PROFESORES]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<source><![CDATA[<strong>Forma&#231;&#227;o de educadores:</strong> desafios e perspectivas]]></source>
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</ref-list>
</back>
</article>
