Vol. 35 (2024)

View Vol. 35 (2024)
Vol. 35 (2024)
Published: 2024-01-18

Articles

  • Meta-evaluation of emancipatory aspects: A theoretical-methodological proposal

    Ivan dos Santos Oliveira, José Carlos Rothen
    e10631
    DOI: https://doi.org/10.18222/eae.v35.10631

  • Rubric: Resource in evaluating anamnesis learnig in Medicine course

    Juliana Lara de Oliveira, Gladys Rocha, Ocimar Munhoz Alavarse
    e10674
    DOI: https://doi.org/10.18222/eae.v35.10674

  • Mapping scientific production on school climate: An integrative review

    Pâmela Schultz Danzmann, Natan Daniel da Silva, Ana Claudia Pinto da Silva, Lenon Goulart de Vargas, Jana Gonçalves Zappe, Naiana Dapieve Patias
    e10687
    DOI: https://doi.org/10.18222/eae.v35.10687

  • Qualitative indicators in the evaluation of graduate programs in education

    Robert Evan Verhine, Lys Maria Vinhaes Dantas, Ângelo Ricardo de Souza
    e10777
    DOI: https://doi.org/10.18222/eae.v35.10777

  • Using rubrics in basic education: A review and recommendations

    Susan M. Brookhart
    e10803
    DOI: https://doi.org/10.18222/eae.v35.10803

  • Sustainable assessment in the teaching-learning process in higher education

    Erico Fernando Lopes Pereira-Silva
    e10026
    DOI: https://doi.org/10.18222/eae.v35.10026

  • Next-generation Enem assessment with fewer items and high reliability using CAT

    Alexandre Jaloto, Ricardo Primi
    e10142
    DOI: https://doi.org/10.18222/eae.v35.10142

  • Portuguese language teachers’ perceptions of evaluation

    Natália Peixoto Trevisan
    e10221
    DOI: https://doi.org/10.18222/eae.v35.10221

  • Second choice in SiSU and dropout rate: An analysis for FURG

    Pâmela Weber Barbosa, Gibran da Silva Teixeira, Vinícius Halmenschlager, Eduardo André Tillmann
    e09186
    DOI: https://doi.org/10.18222/eae.v35.9186

  • Social skills and empathy in basic education teachers

    Camila Heck, Andrieli Zorzo, Camila Rosa de Oliveira, Marcia Fortes Wagner
    e10501
    DOI: https://doi.org/10.18222/eae.v35.10501

  • Extended assessment applied to the production of student videos in mathematics

    Maria da Graça Peraça, Rafael Montoito
    e10503
    DOI: https://doi.org/10.18222/eae.v35.10503

  • Prioritization of indicators in a higher education institution

    Celso Andretta Junior, Bruna Cristine Scarduelli Pacheco, Claudio Luis Piratelli, Mischel Carmen Neyra Belderrain, Marcelo Seido Nagano
    e10529
    DOI: https://doi.org/10.18222/eae.v35.10529

  • Evaluation of Sinaes for university libraries: The meaning of research

    Heloisa dos Santos Brasil, Maria Edilene da Silva Ribeiro
    e10544
    DOI: https://doi.org/10.18222/eae.v35.10544

Evaluating the PNE 2014-2024

  • Universalisation of secondary education and school dropouts: What the 2022 data say

    Rodrigo Travitzki
    e10907
    DOI: https://doi.org/10.18222/eae.v35.10907

  • 10% of GDP to finance the PNE 2024-2034: The future of education in Brazil

    Nelson Cardoso Amaral, Lúcia Maria de Assis, Joicy Mara Resende Rolindo
    e10580
    DOI: https://doi.org/10.18222/eae.v35.10580

  • The plan for Science in Brazil: Suggested indicators for the next decade

    Vinícius da Silva Carvalho, Andréia Francisco Afonso, Helena Rivelli de Oliveira, Pablo Rafael de Oliveira Carlos
    e10581
    DOI: https://doi.org/10.18222/eae.v35.10581

  • Achievement of Goal 1 of the PNE 2014-2024: Dialogues between access and quality

    Maria Luiza Rodrigues Flores, Denise Madeira de Castro e Silva, Ariete Brusius
    e10587
    DOI: https://doi.org/10.18222/eae.v35.10587

  • PNE 2014-2024: (Non) fulfillment of goals and the effectiveness of the right to education

    Dirléia Fanfa Sarmento, Rute Henrique da Silva Ferreira , Gustavo Arossi
    e10590
    DOI: https://doi.org/10.18222/eae.v35.10590

  • Assessment of the PNE (2014-2024): Affirmative action policies in higher education

    Denise Carreira, Rosana Heringer
    e10593
    DOI: https://doi.org/10.18222/eae.v35.10593

  • Participation in the monitoring and evaluation of the Education Plan of Macapá

    Priscila de Jesus Braga Coelho, Margareth Guerra
    e10840
    DOI: https://doi.org/10.18222/eae.v35.10840

  • Monitoring educational trajectories in municipalities

    Izabel Costa da Fonseca, Clarissa Guimarães Rodrigues, Esmeralda Correa Macana, Maria Teresa Gonzaga Alves, José Francisco Soares
    e10579
    DOI: https://doi.org/10.18222/eae.v35.10579

  • Meta-evaluation: Analysis of the evaluation path of the PME/Dourados 2015-2024

    Evally Solaine de Souza Rodrigues, Maria Alice de Miranda Aranda
    e11069
    DOI: https://doi.org/10.18222/eae.v35.11069

  • Extension in the curriculum from the perspective of the National Education Plan

    Mônica Luiza Simião Pinto, Thais Pacievitch, Dione Mari Caetano, Ana Maria Eyng
    e11109
    DOI: https://doi.org/10.18222/eae.v35.11109

  • A proposal for indicators to monitor graduates in basic education

    Luiz Felipe de Moura da Rosa, Alexsandro Pereira de Pereira
    e11163
    DOI: https://doi.org/10.18222/eae.v35.11163

  • The PME of Brazilian border municipalities: Diagnosis of the goal for management

    Andréia Vicência Vitor Alves, Andrêssa Gomes de Rezende Alves
    e10499
    DOI: https://doi.org/10.18222/eae.v35.10499

  • Evaluation of municipal sub-capacities required by Goal 1 of 2014-2024 PNE

    Naira Muylaert, Bruno Tovar Falciano
    e10423
    DOI: https://doi.org/10.18222/eae.v35.10423

  • Rural Education in PNE (2014-2024) and PME of Abaetetuba-PA (2015-2025)

    Francisauro Fernandes da Costa, Heloisa da Silva Borges, Eraldo Souza do Carmo
    e10444
    DOI: https://doi.org/10.18222/eae.v35.10444

  • Implementation of Goal 1 of the Municipal Education Plan in Castro Alves, Bahia

    Fernanda Rodrigues de Brito Carvalho, Lys Maria Vinhaes Dantas
    e10455
    DOI: https://doi.org/10.18222/eae.v35.10455

  • The goal of expanding the supply of childcare centers and the legalization of the right to education

    Marciano Seabra de Godoi, Nicolle Zanato Di Francia
    e10465
    DOI: https://doi.org/10.18222/eae.v35.10465

  • PNE, SNE and national curriculum policies: Priority struggles in times of BNCC

    Thais Almeida Costa, Wesley Araújo, Branca Jurema Ponce
    e10475
    DOI: https://doi.org/10.18222/eae.v35.10475

  • Analysis of secondary education and professional education according to the PNE goals (2014-2024)

    Ramon de Oliveira
    e10488
    DOI: https://doi.org/10.18222/eae.v35.10488

  • PNE 2014-2024: An analysis of Goal 6 for the construction of the new PNE

    Ligia Martha C. C. Coelho, Sabrina Moehlecke, Bruno Adriano Rodrigues da Silva
    e10492
    DOI: https://doi.org/10.18222/eae.v35.10492

  • Leveling down: The pandemic and the fall in learning in basic education

    Adriano Souza Senkevics, Victor Gabriel Alcantara
    e10525
    DOI: https://doi.org/10.18222/eae.v35.10525

  • Access to daycare in Brazilian municipalities and the National Education Plan

    André Augusto Couto, Sandra Zákia Sousa
    e10527
    DOI: https://doi.org/10.18222/eae.v35.10527

  • English and assessment in elementary education I: Proposals for PNE 2025-2035

    Gladys Quevedo-Camargo, Juliana Reichert Assunção Tonelli
    e10547
    DOI: https://doi.org/10.18222/eae.v35.10547

  • The PNE (2014-2024) limits in the collaboration system

    Catarina Ianni Segatto, Karoline de Oliveira, André Luís Nogueira da Silva
    e10549
    DOI: https://doi.org/10.18222/eae.v35.10549

  • Notes on EJA in the PNE (2014-2024) and in the PME of Salvador (2016-2026)

    Cleide Pereira Oliveira, Eliane Cadoná
    e10552
    DOI: https://doi.org/10.18222/eae.v35.10552

  • Goal 19 of the PNE and the complementation of the Fundeb Vaar category

    Maria Goreti Farias Machado , Josicler Ames
    e10559
    DOI: https://doi.org/10.18222/eae.v35.10559

  • National Education Plan 2014-2024: Results and challenges in higher education

    Guilherme de Lima Miotti, Helio Radke Bittencourt, Marco Tulio Aniceto Franca
    e10569
    DOI: https://doi.org/10.18222/eae.v35.10569

Large-Scale Evaluation in Latin America

  • Standardized assessment and its effects on education in Uruguay

    Mariana Sarni Muñiz, José Luis Corbo Bruno
    e10946
    DOI: https://doi.org/10.18222/eae.v35.10946

  • Quality of the Natural Sciences items in the Enem: Overview from 2009 to 2022

    Patrick Alves Vizzotto
    e10972
    DOI: https://doi.org/10.18222/eae.v35.10972

  • Comparative analysis of evaluation matrixes: Enem, Paebes, Planea and Exeims-BC

    Mateus Gobbi dos Santos, Ronildo Stieg, Berenice Morales González, Wagner dos Santos
    e10997
    DOI: https://doi.org/10.18222/eae.v35.10997

  • An analysis of the Mathematics questions in the Paraná 2023 Test

    Gabriel dos Santos e Silva, Fernanda Boa Sorte Rocha, Francielle Silva Gardin
    e11027
    DOI: https://doi.org/10.18222/eae.v35.11027

  • Latin American countries and the implementation of the CEFR: Pros and cons

    Sara Alves Ferreira de Araujo, Gladys Quevedo-Camargo
    e11040
    DOI: https://doi.org/10.18222/eae.v35.11040

  • Literacy and assessment in Latin America. Unesco’s socio-educational agenda

    Inés Rodríguez Moyano, Lucrecia Rodrigo
    e11041
    DOI: https://doi.org/10.18222/eae.v35.11041

  • A brief history of high-stakes testing and its possible futures

    María Jesús Gutiérrez Domínguez
    e11050
    DOI: https://doi.org/10.18222/eae.v35.11050

  • Autonomy and teaching in daily school life in Sobral: Effects of accountability

    Débora Cristina Vasconcelos Aguiar, Paulo Meireles Barguil
    e10373
    DOI: https://doi.org/10.18222/eae.v35.10373

Acknowledgements

  • Acknowledgements

    e11678
    DOI: https://doi.org/10.18222/eae.v35.11678