<?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>2145-0366</journal-id>
<journal-title><![CDATA[Aletheia. Revista de Desarrollo Humano, Educativo y Social Contemporáneo]]></journal-title>
<abbrev-journal-title><![CDATA[Aleth. rev. desarro. hum. educ. soc. contemp.]]></abbrev-journal-title>
<issn>2145-0366</issn>
<publisher>
<publisher-name><![CDATA[Fundación Centro Internacional de Educación y Desarrollo Humano CINDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2145-03662019000100037</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Prácticas evaluativas en la escuela. Una ruta pedagógica hacia la construcción de aprendizajes significativos]]></article-title>
<article-title xml:lang="en"><![CDATA[Evaluative Practices in School. A Pedagogical Route to the Construction of Meaningful Learnings]]></article-title>
<article-title xml:lang="pt"><![CDATA[Práticas avaliativas na escola. Um caminho pedagógico para a construção de aprendizagens significativas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gómez Vahos]]></surname>
<given-names><![CDATA[Luz Estela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Muñoz]]></surname>
<given-names><![CDATA[Luz Enid]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Londoño-Vásquez]]></surname>
<given-names><![CDATA[David Alberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,aff1  ]]></institution>
<addr-line><![CDATA[ municipio de Sabaneta]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,aff2  ]]></institution>
<addr-line><![CDATA[ municipio de Sabaneta]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Institución Universitaria de Envigado  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2019</year>
</pub-date>
<volume>11</volume>
<numero>1</numero>
<fpage>37</fpage>
<lpage>68</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S2145-03662019000100037&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S2145-03662019000100037&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S2145-03662019000100037&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo presenta los resultados de la investigación &#8220;Prácticas evaluativas en la escuela, una ruta pedagógica hacia la construcción de aprendizajes significativos&#8221;, en la que se analizó cómo las prácticas evaluativas de los docentes posibilitan la construcción significativa de aprendizajes en los contextos donde se movilizan las potencialidades, los intereses y las necesidades de los estudiantes del grado quinto en dos instituciones educativas del municipio de Sabaneta (Primitivo Leal La Doctora y Concejo de Sabaneta José María Ceballos Botero). La investigación fue cualitativa y de carácter descriptivo, hermenéutico-comprensiva. La población participante se conformó con estudiantes, padres de familia, directivos y docentes del grado quinto. Como unidad de análisis, se aplicaron entrevistas, observaciones de clase y talleres didácticos. El estudio permitió concluir principalmente que las claridades y conjeturas que hacen los participantes sobre la evaluación obedecen a su percepción de la escuela, su influencia en los procesos educativos y las expectativas que les generan.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper presents the results of the research: Evaluative practices in the school, a pedagogical route towards the construction of meaningful learning, where we analyzed how the evaluation practices of teachers enable meaningful construction of learning in contexts where potentialities, interests and needs of fifth grade students in two Educational Institutions of Sabaneta City (Primitivo Leal la Doctora y Concejo de Sabaneta José María Ceballos Botero) are mobilized. The research was qualitative and descriptive, hermeneutical- comprehensive. The participating population was compounded with students, parents, directors and teachers of the fifth grade. As an analysis unit, interviews, class observations and didactic workshops were applied. Mainly, this study concluded that the specifications and conjectures that the participants make about the evaluation, respond to their perception of the school, its influence on the educational processes and the expectations that generate them.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo apresenta os resultados da pesquisa &#8220;Práticas avaliativas na escola, uma rota pedagógica em direção à construção da aprendizagem significativa&#8221;, na qual foi analisado como as práticas avaliativas dos professores permitem a construção significativa da aprendizagem nos contextos em que são mobilizadas as potencialidades, os interesses e as necessidades dos alunos da quinta série em duas instituições de ensino do município de Sabaneta (Primitivo Leal La Doctora y Concejo de Sabaneta José María Ceballos Botero). A pesquisa foi qualitativa e descritiva, hermenêutica-abrangente. A população participante era composta por estudantes, pais, gerentes e professores da quinta série. Como unidade de análise, foram aplicadas entrevistas, observações em classe e oficinas educativas. O estudo permitiu concluir principalmente que as clarezas e conjecturas que os participantes fazem sobre a avaliação se devem à percepção da escola, à sua influência nos processos educacionais e às expectativas que geram.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[prácticas evaluativas]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[evaluación formativa]]></kwd>
<kwd lng="en"><![CDATA[evaluative practices]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[formative evaluation]]></kwd>
<kwd lng="pt"><![CDATA[práticas de avaliação]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[avaliação formativa]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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