<?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>2318-1982</journal-id>
<journal-title><![CDATA[Série-Estudos]]></journal-title>
<abbrev-journal-title><![CDATA[Sér.-Estud.]]></abbrev-journal-title>
<issn>2318-1982</issn>
<publisher>
<publisher-name><![CDATA[Universidade Católica Dom Bosco]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2318-19822018000200091</article-id>
<article-id pub-id-type="doi">10.20435/serie-estudos.v23i48.1111</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Formação, saberes e práticas avaliativas: um estado da questão]]></article-title>
<article-title xml:lang="en"><![CDATA[Training, knowledge and assessment practices: a state of the art]]></article-title>
<article-title xml:lang="es"><![CDATA[Formación, saberes y prácticas evaluativas: un estado de la cuestión]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Maciel]]></surname>
<given-names><![CDATA[Alessandra de Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Magalhães Junior]]></surname>
<given-names><![CDATA[Antonio Germano]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bezerra]]></surname>
<given-names><![CDATA[Sarah]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Ceará  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2018</year>
</pub-date>
<volume>23</volume>
<numero>48</numero>
<fpage>91</fpage>
<lpage>109</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2318-19822018000200091&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2318-19822018000200091&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2318-19822018000200091&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este artigo tem por finalidade estabelecer um quadro de estudos relacionados &#224; tem&#225;tica acerca da tr&#237;ade forma&#231;&#227;o, saberes e pr&#225;ticas avaliativas no curso de licenciatura em Matem&#225;tica. A metodologia utilizada foi a pesquisa qualitativa, por meio do levantamento bibliogr&#225;fico, realizado em diferentes instrumentos de busca, denominado Estado da Quest&#227;o. Para coleta de dados, utilizamos a an&#225;lise bibliogr&#225;fica dos trabalhos cient&#237;ficos extra&#237;dos do Portal de Peri&#243;dicos da Coordena&#231;&#227;o de aperfei&#231;oamento de Pessoal de N&#237;vel Superior (CAPES) e da Biblioteca Digital Brasileira de Teses e Disserta&#231;&#245;es (BDTD). O referencial te&#243;rico b&#225;sico ancorou-se nos estudos de Tardif (2014), Gauthier et al (1998), N&#243;brega-Therrien; Therrien (2011), dentre outros. Como resultado, a pesquisa apontou para o distanciamento das discuss&#245;es sobre avalia&#231;&#227;o da aprendizagem nas licenciaturas em matem&#225;tica e acerca da necessidade, segundo os docentes pesquisados, de uma forma&#231;&#227;o no &#226;mbito das universidades a respeito da avalia&#231;&#227;o que favorecessem suas pr&#225;ticas no sentido de ultrapassar os aspectos t&#233;cnicos e aproximarem-se de uma avali&#231;&#227;o na perspectiva formativa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The purpose of this article is to establish a framework of studies related to the theme of the triad, training, knowledge and evaluation practices in the degree course in Mathematics. The methodology used was the qualitative research, through a bibliographical survey, carried out in different search instruments, called the State of the Question. For data collection we used the bibliographic analysis of the scientific works extracted from the Portal of Periodicals of the Coordination of Improvement of Higher Level Personnel (CAPES) and the Brazilian Digital Library of Theses and Dissertations (BDTD). The basic theoretical framework was anchored in the studies of Tardif (2014), Gauthier et al (1998), N&#243;brega-Therrien; Therrien (2011), among others. As a result, the research pointed to the distance from the discussions about the evaluation of the learning in the degrees in mathematics and the necessity, according to the teachers studied, of a formation in the scope of the universities with respect to the evaluation that favored their practices in order to surpass the aspects technical and approach a formative evaluation.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este art&#237;culo tiene por finalidad establecer un cuadro de estudios relacionados con la tem&#225;tica acerca de la tr&#237;ada, formaci&#243;n, saberes y pr&#225;cticas evaluativas en el curso de licenciatura en Matem&#225;ticas. La metodolog&#237;a utilizada fue la investigaci&#243;n cualitativa, por medio del levantamiento bibliogr&#225;fico, realizado en diferentes instrumentos de b&#250;squeda, denominado Estado de la Cuesti&#243;n. Para la recolecci&#243;n de datos utilizamos el an&#225;lisis bibliogr&#225;fico de los trabajos cient&#237;ficos extra&#237;dos del Portal de Peri&#243;dicos de la Coordinaci&#243;n de perfeccionamiento de Personal de Nivel Superior (CAPES) y de la Biblioteca Digital Brasile&#241;a de Tesis y Disertaciones (BDTD). El referencial te&#243;rico b&#225;sico se ancl&#243; en los estudios de Tardif (2014), Gauthier et al (1998), N&#243;brega-Therrien; Therrien (2011), entre otros. Como resultado, la investigaci&#243;n apunt&#243; al distanciamiento de las discusiones sobre evaluaci&#243;n del aprendizaje en las licenciaturas en matem&#225;ticas y acerca de la necesidad, seg&#250;n los docentes investigados, de una formaci&#243;n en el &#225;mbito de las universidades respecto a la evaluaci&#243;n que favorecieran sus pr&#225;cticas para superar los aspectos t&#233;cnicos y aproximarse a una evaluaci&#243;n en la perspectiva formativa.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[formação docente]]></kwd>
<kwd lng="pt"><![CDATA[licenciatura em matemática]]></kwd>
<kwd lng="pt"><![CDATA[avaliação]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[degree in mathematics]]></kwd>
<kwd lng="en"><![CDATA[evaluation]]></kwd>
<kwd lng="es"><![CDATA[formación docente]]></kwd>
<kwd lng="es"><![CDATA[licenciatura en matemáticas]]></kwd>
<kwd lng="es"><![CDATA[evaluación]]></kwd>
</kwd-group>
</article-meta>
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