Proefschrift Universiteit Maastricht. / Met lit. opg. - Met samenvatting in het Nederlands.

Orientador: Jair Lopes Junior / Resumo: Esta pesquisa objetivou construir, de modo colaborativo, formas de mediação entre a pesquisadora e as professoras dos quintos anos dos anos iniciais do Ensino Fundamental, diretamente comprometidas com o desenvolvimento de repertórios profissionais da docência, tendo como alicerce as políticas públicas propostas – EMAI (Educação Matemática para os Anos Iniciais), AAP (Avaliação de Aprendizagem em Processo) e SARESP (Sistema de Avaliação do Rendimento Escolar do Estado de São Paulo) - para este segmento de escolarização da Educação Básica. Inicialmente, as professoras participantes selecionaram, a partir da plataforma digital Foco Aprendizagem, a habilidade matemática em que os alunos apresentaram menores índices de acertos diante das questões propostas na prova de matemática no SARESP de 2016, que envolviam a demonstração da aprendizagem da habilidade. Neste sentido, foi selecionada a habilidade H04, definida por reconhecer diferentes representações de um mesmo número racional, para ser o fio condutor desta pesquisa. Após a seleção da citada habilidade, nas diversas reflexões e estudos, posteriormente, realizados, desenvolvemos, com as professoras, alguns repertórios profissionais da docência a respeito da decomposição em retrospectiva de H04 e do planejamento de estratégias de ensino e de aprendizagem, a partir de uma perspectiva sequencial e hierárquica, de habilidades intermediárias e constituintes de H04. Para tanto, este trabalho foi desenvolvido em 6 fases. Na 1ª fase c... (Resumo completo, clicar acesso eletrônico abaixo) / Doutor

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Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-10-27T12:27:29Z No. of bitstreams: 1 Edislene Sedemaca.pdf: 2111597 bytes, checksum: 5a1ea87e42dadbe329e66d441c68d333 (MD5) / Made available in DSpace on 2017-10-27T12:27:29Z (GMT). No. of bitstreams: 1 Edislene Sedemaca.pdf: 2111597 bytes, checksum: 5a1ea87e42dadbe329e66d441c68d333 (MD5) Previous issue date: 2017-09-21 / The main objective of this study is to investigate how teachers of Portuguese Language and Mathematics from a school in the city of Barueri state analyze and use the results presented in the Assessment of Learning in Process (AAP) to reassess their practices and to make decisions regarding the improvement of the quality of the students' education. The present research had a qualitative approach, characterized by data collected from semistructured interviews with four teachers who teach in High School, two of Portuguese Language and two of Mathematics and some observations in Classroom of Collective Pedagogical Work (ATPC) with The intention of knowing if there is room reserved at that moment for the discussion, the analysis and the interpretation of the results of the AAP. The specific objectives are to analyze if teachers are interested in making the AAP an instrument for replanning their practices, dedicating themselves to the student recovery process; To investigate how the results of AAP are interpreted by the teachers and what their reverberation in the actions practiced in the classroom. The AAP is an evaluation sent by the State Department of Education of São Paulo (SEE-SP), applied at the end of the three school years and aims to help teachers to diagnose the level of learning of students enrolled in the state school system. From the answers collected in the semi-structured interviews, seven categories of data analysis were attributed. In this way, we categorized the data collected, based on the interviewees' speeches and also on the main texts studied, that is, we separated units that served as classification criteria or facilitative codes to decode the data collected. Once this technique is adopted, we systematically try to verify the presence of structured elements in the categories by means of careful reading. After this procedure, we transcribed the answers of the interviewees and made the proper analysis. Once this work has been done, the data from the interviews will be presented and interpreted according to the following categories: 1. The role of the Pedagogical Coordinator, 2. Collaborative Work, 3. ATPC and School Planning as a training space, 4. The AAP as Formative evaluation, 5. The acting from the results, 6. The AAP as external or internal evaluation? 7. The Time to fulfill the Curriculum. For purposes of theoretical basis, we used several authors, among them: Hadji (2001), Bonamino (2002), Esteban (2003), Gatti (2003), Fiorentini (2006), Santos Guerra (2007), Luckesi (2011) e Alavarse et al. (2013) / O presente trabalho tem como objetivo principal investigar como os professores de Língua Portuguesa e de Matemática, de uma escola da rede estadual de ensino da cidade de Barueri, analisam e utilizam os resultados apresentados na Avaliação da Aprendizagem em Processo (AAP) para reavaliar suas práticas pedagógicas e tomar decisões quanto à melhoria da qualidade de educação dos alunos. A presente pesquisa teve uma abordagem qualitativa, caracterizada por meio de dados coletados a partir de entrevistas semiestruturadas com quatro professores que lecionam no ensino Médio, sendo dois de Língua Portuguesa e dois de Matemática e algumas observações em Aula de Trabalho Pedagógico Coletivo (ATPC) com a intenção de saber se há espaço reservado nesse momento para a discussão, a análise e a interpretação dos resultados da AAP. Os objetivos específicos consistem em analisar se há interesse dos professores em fazer da AAP um instrumento de replanejamento de suas práticas, dedicando-se ao processo de recuperação dos alunos; investigar como os resultados da AAP são interpretados pelos docentes e qual a reverberação deles nas ações praticadas em sala de aula. A AAP é uma avaliação enviada pela Secretaria de Educação do Estado de São Paulo (SEE-SP), aplicada no final dos três bimestres letivos e tem por finalidade auxiliar os professores para diagnosticar o nível de aprendizado dos alunos matriculados na rede estadual de ensino. A partir das respostas coletadas nas entrevistas semiestruturadas, foram atribuídas sete categorias de análise dos dados. Desse modo, separamos em categorias os dados levantados, baseando-nos nas falas dos entrevistados e também nos principais textos estudados, ou seja, separamos unidades que serviram como critérios de classificação ou códigos facilitadores para decodificar os dados coletados. Adotada essa técnica, procuramos, sistematicamente, por meio de uma leitura atenta, verificar na fala dos sujeitos da pesquisa a presença de elementos estruturados nas categorias. Após esse procedimento, transcrevemos as respostas dos entrevistados e fizemos a devida análise. Feito esse trabalho, os dados provenientes das entrevistas serão apresentados e interpretados de acordo com as seguintes categorias: 1. O papel do Professor Coordenador Pedagógico, 2. Trabalho Colaborativo, 3. ATPC e Planejamento Escolar como espaço de formação, 4. A AAP como avaliação Formativa, 5. O agir a partir dos resultados, 6. A AAP como avaliação externa ou interna?, 7. O Tempo para cumprimento do Currículo. Para fins de embasamento teórico, utilizamos vários autores, dentre eles: Hadji (2001), Bonamino (2002), Esteban (2003), Gatti (2003), Fiorentini (2006), Santos Guerra (2007), Luckesi (2011) e Alavarse et al. (2013)

Made available in DSpace on 2016-04-27T14:48:46Z (GMT). No. of bitstreams: 1 Edna Caldeira Martins Guellere.pdf: 768320 bytes, checksum: 11f3eda50400461012e6648715d1eb06 (MD5) Previous issue date: 2015-09-28 / Secretaria da Educação do Estado de São Paulo / The role of a teaching supervisor, in a school administration scenario, brings about the need to introduce a project for analyzing internal and external assessment results, as state public schools in São Paulo take part in official assessments on a regular basis São Paulo Student Performance Assessment System (Sistema de Avaliação do Rendimento Escolar de São Paulo - SARESP) and Learning Assessment in Process (Avaliação da Aprendizagem em Processo - AAP) producing information to improve students learning. However, most of the schools do not take advantage of these data yet, chiefly when members of the school administration do not consider their potential for making important decisions. Thus, the main aim of this study is to contribute to teachers reflective process on assessment practices based on students achievement data. For this purpose, the methodology relies on action research and the objectives involve the analysis of issues related to assessment results, along with school managers, in order to direct the routine work of the teaching supervisor in promoting a process of problematization by examining the results obtained from SARESP, AAP and school internal assessments, leading to improvements in teaching and learning practices. The theoretical basis is originated from Sousa (2000); Bolivar (2003); Tedesco (2004); Saul (2008) and Bonamino & Souza (2012) support reflections on assessment system as a process of evaluation for collaborative decision-making so that participants may be engaged and responsible for the quality of education in school. In order to consider SARESP as an assessment system, it was required to analyze the works of Freire (2008); Arcas (2009); Machado (2010) and Pimenta (2012),giving rise to the idea that there is a real need to encourage the discussion on how to take advantage of the assessment data available. SARESP delivers standardized reports that identify students performance indicators, but that data may become of no practical use if all participants in the teaching and learning process do not recognize and understand them as resources for decision making. By analyzing the perceptions of interviewed individuals and policy documents, it was possible to discover that AAP can be considered as an internal assessment. The baseline information from Hadji (2001); Gatti (2003); Hoffman (2003) e Luckesi (2008) were fundamental for understanding that the evaluation process is also a formative one for every individual involved in educational practices. As an outcome, the elaboration of a roadmap is proposed for the use of assessment results obtained from SARESP, AAP and teachers assessment practices. It is believed that the roadmap is able to support teaching supervisors and school managers decisions concerning the improvement of the teaching and learning process / O contexto de atuação de um supervisor de ensino, na gestão escolar, impulsiona a apresentação de um projeto de análise dos resultados das avaliações externas e internas, pois atualmente todas as escolas do Estado de São Paulo passam por avaliações externas SARESP e Avaliação da Aprendizagem em Processo (AAP) que produzem resultados sobre o desempenho dos alunos. No entanto, estes são pouco utilizados pelas equipes gestoras das escolas para planejar intervenções em busca de melhoria do processo de ensino e de aprendizagem. Portanto, o propósito deste trabalho é contribuir com a reflexão dos professores a partir dos dados que eles têm a disposição na unidade escolar. Tendo a metodologia da pesquisa-ação como fundamento para este propósito, os objetivos são de identificar e analisar, juntamente com a equipe gestora de uma escola da rede estadual, dificuldades e problemas que apresentam em relação às avaliações e analisar como, a partir destas questões identificadas, o trabalho rotineiro da supervisão de ensino, poderá ser desenvolvido, tendo em vista a identificação e análise, juntamente com a equipe gestora, dos dados do SARESP e da AAP, problematizando a utilização destes e estabelecer relações entre os dados do SARESP, da AAP e das avaliações internas, com vistas a promover possíveis intervenções. Os aportes teóricos de Sousa (2000); Bolivar (2003); Tedesco (2004); Saul (2008) e Bonamino e Souza (2012) embasam as reflexões sobre avaliação de sistema como um processo de avaliação para tomada de decisão com envolvimento e compromisso dos sujeitos implicados na melhoria da qualidade da educação. Considerar o SARESP como avaliação de sistema, exigiu análise das pesquisas de Freire (2008); Arcas (2009); Machado (2010) e Pimenta (2012), trazendo à tona que continuar a discussão sobre os usos dos dados da avaliação de sistema, pelas unidades escolares, se faz necessário. A escola tem a sua disposição dados do SARESP que produzem alguns indicadores de desempenho dos alunos, mas se não forem analisados e compreendidos pelos sujeitos envolvidos com o processo de ensino e aprendizagem não terão significado para tomada de decisão. A AAP, analisada a partir das impressões dos sujeitos envolvidos na pesquisa e dos documentos orientadores da SEE, permitiu identificar que a AAP é uma avaliação interna porque está a serviço da aprendizagem. Os referenciais de Hadji (2001); Gatti (2003); Hoffman (2003) e Luckesi (2008) foram considerados fundamentais para a compreensão de que o processo de avaliação é formativo para todos os sujeitos envolvidos no ensino e na aprendizagem. Tomando como base todo esse processo de análise e discussão, a equipe gestora de uma escola estadual de São Paulo contribui para este trabalho, pois houve a elaboração de um roteiro para utilização dos dados das avaliações do SARESP, da AAP e das avaliações dos docentes, que poderá apoiar o trabalho do supervisor de ensino e dos demais gestores escolares implicados com a melhoria do processo de ensino e aprendizagem

General pediatricians are typically the first professionals to detect the early developmental concerns of young children during their infant and toddler stages. When concerns are identified by the general pediatrician, best practice encourages the referral of young children for further assessment and/or intervention. Due to these factors, this study focused on the methods general pediatricians use in their efforts to implement the American Academy of Pediatrics (AAP) guidelines for the developmental surveillance and screening of young children. Furthermore, this study focused on the barriers faced by general pediatricians and the solutions they have developed to overcome these barriers in their efforts to assist young children with developmental delays and disabilities. Twenty-eight pediatricians who also were members of the Region V Florida Chapter of the AAP provided responses to survey data inquiring about the implementation of AAP guidelines within their settings. Six of the survey respondents were general pediatricians who each participated in a semi-structured interview to gain further insight into their implementation of the AAP guidelines. Additionally, existing barriers were examined to determine the strategies general pediatricians developed to overcome them. The results showed that each of the six general pediatricians reported their engagement in some, if not all recommended AAP guidelines. The general pediatricians shared specific examples of how this was done, which provided valuable data for other general pediatricians who desire to learn effective strategies for implementing AAP guidelines. The interview responses addressed several themes, including training and continuing education, learning about and using developmental screeners, determining the cause of delays and disabilities, referring children with delays and disabilities, using a culturally-sensitive/family centered approach, and increasing parent awareness. General pediatricians also reported how they have overcome the barriers (e.g., limited time and staff members) to following AAP guidelines, as well as barriers that continue to exist (e.g., insufficient reimbursement for preventive care, difficulties serving children from low-income families, etc.). Although this study focused on how general pediatricians have overcome obstacles, multidisciplinary collaboration was emphasized as an integral factor needed to achieve the earliest identification and intervention implementation for young children with developmental concerns.

During recent public health emergencies, such as COVID-19 pandemic, the spread of over, false and misinformation in social media, resulted in an exponential use of digital social listening methodologies- in summary defined as collection and analysis of voices, concerns and/or perceptions expressed by individuals and communities- as part of the humanitarian response.  This raises the question on how those social listening findings are being used and influence emergency responses, while also addressing affected people’s needs and concerns, as part of the Accountability to Affected Populations (AAP) mandate- an obligation of every organisation on the ground to place people affected by crisis at the centre of humanitarian action and promote respect for their human rights.  Trough the comparative analyses of social listening reports and a mixed survey responded by Risk Communication and Community Engagement (RCCE) practitioners, using COVID-19 context as an example, this project helps understanding the role social listening has had in humanitarian responses, while providing possible ways to better connect social listening to programming.  On way forward is urgent to harmonise the definition of social listening and clearly distinguish social media listening and its limited role in terms of communities’ participation, while acknowledging the risk of exclusion of digital channels in general. Social listening cannot continue to be limited to the RCCE field, but involve other programme sectors, besides effectively engaging governments, civil society and affected populations. Offline mechanisms seem to be better shaped to address inclusion, localisation and contextualisation (and AAP in general), and therefore the need to invest in specific community-based mechanisms and/or systems that combine online with offline tools. For accountability purposes, monitoring action taken based on Social Listening findings and evaluating how it impacted programmes, it is an urgent priority. Besides the obvious humanitarian obligation of communicating (looping) back to communities what was done with their voices.

Malaria is one the world’s most devastating diseases. Several classes of drugs are used to treat malaria. Artemisinin combination therapy is the first line treatment of uncomplicated malaria. The artemisinin derivative, artemisone in conjunction with the Pheroid® drug delivery system, is the focus of this thesis. The impact of the Pheroid® on the bioavailability of artemisone was evaluated in vervet monkeys. The resulting artemisone plasma levels were much lower (Cmax of 47 and 114 ng/mL for reference and Pheroid® test formulations respectively) than expected for the dosages administered (60 mg/kg). The Pheroid® improved the pharmacokinetic profile of artemisone in a clinically significant manner. The metabolism of artemisone was assessed in vitro by using human and monkey liver and intestinal microsomes, and recombinant CYP3A4 enzymes. The Pheroid® inhibits the microsomal metabolism of artemisone. In addition, there is a species difference in artemisone metabolism between man and monkey since the in vitro intrinsic clearance of the reference formulation with monkey liver microsomes is ~8 fold higher in the monkey liver microsomes compared to the human liver microsomes and the estimated in vivo hepatic clearance for the monkey is almost twofold higher than in humans. Artemisone has potent antimalarial activity. Its in vitro efficacy was approximately twofold higher than that of either artesunate or dihydroartemisinin when evaluated against P. falciparum W2, D6, 7G8, TM90-C2B, TM91-C235 and TM93-C1088 parasite strains. The Pheroid® drug delivery system did not improve or inhibit the in vitro efficacy of artemisone or DHA. Artemisone (reference and Pheroid® test formulations) and metabolite M1 abruptly arrested the growth of P. falciparum W2 parasites and induced the formation of dormant ring stages in a manner similar to that of DHA. Interaction of artemisone with the p-glycoprotein (p-gp) efflux transporter was investigated. Artemisone stimulates ATPase activity in a concentration-dependent manner, whereas the Pheroid® inhibited this p-gp ATPase activity. P-gp ATPase activity stimulation was fourfold greater in human than cynomolgus monkey MDR1 expressed insect cell membranes. Artemisone alone and artemisone entrapped in Pheroid® vesicles showed moderate apical to basolateral and high basolateral to apical permeability (Papp) across Caco-2 cells. The Papp efflux ratio of artemisone and artemisone entrapped in Pheroid® vesicles were both >5, and decreased to ~1 when the p-gp inhibitor, verapamil, was added. Therefore, artemisone is a substrate for mammalian p-gp. The cytotoxic properties of Pheroid® on Caco-2 cells were assessed and the pro-Pheroid® seems to be non-toxic at concentrations of 1.25%. Vervet monkey plasma caused antibody-mediated growth inhibition of P. falciparum. Heat inactivated or protein A treatment proved useful in the elimination of the growth-inhibitory activity of the drug-free plasma. Plasma samples containing artemisone could not be analysed by the ex-vivo bioassay method. The dual labelling ROS assay did not prove to be useful in the evaluation of ROS production by artemisone and the Pheroid® delivery system. In conclusion, entrapment of artemisone in the Pheroid® delivery system improves the pharmacokinetic properties of artemisone, but does not improve or inhibit its antimalarial efficacy in vitro. The Pheroid® inhibited both the microsomal metabolism of artemisone and P-gp ATPase activity and was shown to be non-toxic at clinically usable concentrations. / PhD (Pharmaceutics), North-West University, Potchefstroom Campus, 2014

Malaria is one the world’s most devastating diseases. Several classes of drugs are used to treat malaria. Artemisinin combination therapy is the first line treatment of uncomplicated malaria. The artemisinin derivative, artemisone in conjunction with the Pheroid® drug delivery system, is the focus of this thesis. The impact of the Pheroid® on the bioavailability of artemisone was evaluated in vervet monkeys. The resulting artemisone plasma levels were much lower (Cmax of 47 and 114 ng/mL for reference and Pheroid® test formulations respectively) than expected for the dosages administered (60 mg/kg). The Pheroid® improved the pharmacokinetic profile of artemisone in a clinically significant manner. The metabolism of artemisone was assessed in vitro by using human and monkey liver and intestinal microsomes, and recombinant CYP3A4 enzymes. The Pheroid® inhibits the microsomal metabolism of artemisone. In addition, there is a species difference in artemisone metabolism between man and monkey since the in vitro intrinsic clearance of the reference formulation with monkey liver microsomes is ~8 fold higher in the monkey liver microsomes compared to the human liver microsomes and the estimated in vivo hepatic clearance for the monkey is almost twofold higher than in humans. Artemisone has potent antimalarial activity. Its in vitro efficacy was approximately twofold higher than that of either artesunate or dihydroartemisinin when evaluated against P. falciparum W2, D6, 7G8, TM90-C2B, TM91-C235 and TM93-C1088 parasite strains. The Pheroid® drug delivery system did not improve or inhibit the in vitro efficacy of artemisone or DHA. Artemisone (reference and Pheroid® test formulations) and metabolite M1 abruptly arrested the growth of P. falciparum W2 parasites and induced the formation of dormant ring stages in a manner similar to that of DHA. Interaction of artemisone with the p-glycoprotein (p-gp) efflux transporter was investigated. Artemisone stimulates ATPase activity in a concentration-dependent manner, whereas the Pheroid® inhibited this p-gp ATPase activity. P-gp ATPase activity stimulation was fourfold greater in human than cynomolgus monkey MDR1 expressed insect cell membranes. Artemisone alone and artemisone entrapped in Pheroid® vesicles showed moderate apical to basolateral and high basolateral to apical permeability (Papp) across Caco-2 cells. The Papp efflux ratio of artemisone and artemisone entrapped in Pheroid® vesicles were both >5, and decreased to ~1 when the p-gp inhibitor, verapamil, was added. Therefore, artemisone is a substrate for mammalian p-gp. The cytotoxic properties of Pheroid® on Caco-2 cells were assessed and the pro-Pheroid® seems to be non-toxic at concentrations of 1.25%. Vervet monkey plasma caused antibody-mediated growth inhibition of P. falciparum. Heat inactivated or protein A treatment proved useful in the elimination of the growth-inhibitory activity of the drug-free plasma. Plasma samples containing artemisone could not be analysed by the ex-vivo bioassay method. The dual labelling ROS assay did not prove to be useful in the evaluation of ROS production by artemisone and the Pheroid® delivery system. In conclusion, entrapment of artemisone in the Pheroid® delivery system improves the pharmacokinetic properties of artemisone, but does not improve or inhibit its antimalarial efficacy in vitro. The Pheroid® inhibited both the microsomal metabolism of artemisone and P-gp ATPase activity and was shown to be non-toxic at clinically usable concentrations. / PhD (Pharmaceutics), North-West University, Potchefstroom Campus, 2014

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-11-21T13:24:13Z No. of bitstreams: 1 Lilia Alves da Silva Castro.pdf: 7394821 bytes, checksum: ccca7389227d8a9ace7e9c898b543325 (MD5) / Made available in DSpace on 2016-11-21T13:24:13Z (GMT). No. of bitstreams: 1 Lilia Alves da Silva Castro.pdf: 7394821 bytes, checksum: ccca7389227d8a9ace7e9c898b543325 (MD5) Previous issue date: 2016-09-27 / Secretaria de Estado da Educação do Estado de São Paulo / The present research aims to investigate how the pedagogical coordinator articulates the Learning Evaluation in Process (LEP) in Pedagogical Collective Class Work (PCCW) to set it as a diagnostic test and also a the specific objectives are, identify the view that teachers have on the LEP, check if teachers heed the guidance of the pedagogical coordination for the implementation of the LEP and finally identify how teachers consider what should be the role of the principal of the teacher's stance that does not support the guidance of managers. The LEP has sent by the São Paulo State Education (SE) and aims to diagnose the learning level of students enrolled in state schools. The test has applied at the end of the three bimesters periods and aims through the extracted contents, produce guidance to educators in order to develop programs and projects that work in the students' difficulties. During the training meetings that preceded the application of this evaluation, I have observed several reactions that demonstrated aversion as the organization of time and space and the apparent indifference of students towards to the test. This work was developed in order to clarify issues that permeate the evaluation, the application and also the critical position of teachers against the LEP. To support this research we have used the technique of critical incidents, in the form describing situations. Three incidents were applied to teachers of a public school on the outskirts of a town in the metropolitan region of São Paulo. These incidents described situations on the implementation of the LEP that teachers have known and / or have experienced. The theoretical framework used to evaluation of learning was disseminated by authors such as Philippe Perrenoud, Charles Hadji, Miguel Ángel Santos Guerra, Cipriano C. Luckesi, Celso S. of Vasconcellos and Julia Falivene Alves. Regarding the research I have used the technique of critical incidents from John C. Flanagan, Laurinda Ramalho de Almeida inspired by Maria Teresa Estrela and Albano Estrela / O presente trabalho possui como objetivo geral investigar de que modo o coordenador pedagógico articula a Avaliação da Aprendizagem em Processo (AAP) na Aula de Trabalho Pedagógico Coletivo (ATPC) no sentido de configurá-la como diagnóstico. Os objetivos específicos se constituem em identificar a visão que os professores possuem sobre a AAP, verificar se os professores acatam a orientação da coordenação pedagógica em relação à aplicação da AAP e, por fim, identificar como os professores consideram que deveria ser a atuação do diretor sobre a postura do professor que não apoia as orientações dos gestores. A Avaliação da Aprendizagem em Processo é enviada pela Secretaria da Educação do Estado de São Paulo (SE) e tem por finalidade diagnosticar o nível de aprendizado dos estudantes matriculados na rede estadual de ensino. O exame é aplicado nos finais dos três primeiros bimestres letivos e visa através dos índices extraídos, produzir orientações aos educadores com vistas a desenvolver programas e projetos que atuem nas dificuldades dos alunos. Ocorre que durante as reuniões de formação que precediam a aplicação dessa avaliação, observei reações diversas que demonstravam aversão quanto à organização do tempo e espaço e do aparente descaso dos alunos para com a prova. Este trabalho foi desenvolvido com o intuito de elucidar questões que permeiam a valoração, a aplicação e também a posição crítica dos professores frente à AAP. Para dar suporte a esta pesquisa foi utilizada a técnica de incidentes críticos, na modalidade descrição de situações. Foram aplicados três incidentes aos professores de uma escola pública da periferia de um município da região Metropolitana de São Paulo. Estes incidentes descreviam situações sobre a aplicação da AAP conhecidas e/ou vivenciadas pelos professores. O referencial teórico utilizado foi a avaliação da aprendizagem difundida por autores como: Philippe Perrenoud, Charles Hadji, Miguel Ángel Santos Guerra, Cripiano C. Luckesi, Celso dos S. Vasconcellos e Júlia Falivene Alves. Em relação à pesquisa utilizei como referencial teórico John C. Flanagan e Laurinda Ramalho de Almeida inspirada em Maria Teresa Estrela e Albano Estrela