%0 Journal Article
%T Na vida dez, na escola dez: breve discuss o cr赤tica acerca de pressupostos psicol車gicos e seus desdobramentos sobre a avalia  o em Matem芍tica escolar
%A Jorge Tarc赤sio da Rocha Falcˋo
%J V谷rtices
%D 2010
%I Instituto Federal de Educa??o, Ci那ncia e Tecnologia Fluminense (IFF)
%X O presente artigo busca oferecer subs赤dios, oriundos da Psicologia, 角 discuss o acerca da avalia  o de compet那ncias cognitivas em Matem芍tica. Os modelos atuais de avalia  o escolar em geral, e avalia  o matem芍tica em particular, repousam, necessariamente, sobre concep  es acerca de um sujeito humano fazendo Matem芍tica. Tais concep  es ap車iam-se sobre modelos para o funcionamento cognitivo humano, em articula  o com aspectos referentes 角 pr車pria organiza  o da Matem芍tica, enquanto dom赤nio de saber s車cio-historicamente organizado e epistemologicamente circunscrito. Os modelos recentes fornecidos pela Psicologia da intelig那ncia s o aqui revistos, procurando-se evidenciar suas contribui  es e limita  es. Conclui-se, contudo, defendendo-se que nenhuma avalia  o pode prescindir de tais modelos, mesmo que nenhum deles possa almejar a condi  o de definitivos, apresentando-se aqui pontos considerados cruciais para o delineamento de perfil de refer那ncia desej芍vel de aprendiz de matem芍tica, como refer那ncia para a avalia  o da compet那ncia Matem芍tica.   Brief critical discussion of psychological principles and their influence on school Mathematics evaluation   This paper offers contributions derived from Psychology and considered valuable for the ongoing discussion about the evaluation of cognitive competences in Mathematics. Contemporary models of school evaluation in general, including evaluation in Mathematics, are necessarily based upon conceptions about human individuals doing Mathematics. These conceptions are therefore based upon models of human cognitive functioning, in relation with models about the characteristics and organization of Mathematics, as an specific epistemological domain. Recent models proposed by the (?) Psychology of Intelligence are reviewed here, as well as their theoretical and epistemological limitations are discussed. Nevertheless, we defend that no evaluation could stand without support of such models, even though none of them can be considered as ultimate propositions. Finally, we present our own theoretical landmarks concerning learning and doing Mathematics as a contribution to the process of evaluating mathematical competence.
%K Compet那ncia matem芍tica
%K Avalia  o em Matem芍tica
%K Modelos de intelig那ncia
%K Mathematical competence
%K Evaluation in Mathematics
%K Models of intelligence
%U http://www.essentiaeditora.iff.edu.br/index.php/vertices/article/view/39