兩岸關係對台灣政治、經濟之影響甚鉅！台灣地區國中生對於兩岸關係之看法主要是受到大眾媒體之影響，其次則為家庭之影響，歷史課程對於國中生兩岸關係之看法的影響僅次於傳媒及家庭。根據統計分析，對歷史課程興趣越高、成績越好的學生對中國大陸之看法越正面，同時也較支持兩岸更積極之交流。此外，公民課程及同儕對國中生兩岸關係之看法也有影響，但不如傳媒、家庭及歷史課程重要。 / Development of cross-strait relations has considerably affected Taiwan’s politics as well as economy for decades. Therefore, it plays a very significant role of people’s perspectives on political and economic issues in Taiwan. During the process of political socialization, junior high students in Taiwan mainly cultivate their views on cross-strait relations under the influences of family, mass media, peers and school education. Findings of the survey conducted for this thesis reveal that the mass media is the main source of influences on students’ views about cross-strait relations. Parents’ educational level, party identification, ethnicity and socio-economic status also affect students’ views on the same issue remarkably. Regarding influences of course of History, it ranks the third most important factor affecting students’ attitudes towards cross-strait relations. Students with higher interest in history and better grades of history tend to have more positive impressions on China (except for its democratic development) and take a more open stance toward Taiwan’s cross-strait policies. Besides, they are more enthusiastic about interaction across the Taiwan Strait. As for peers and course of Civics, they are able to affect students’ views on cross-strait relations as well, yet, not as influential as mass media, family and course of History. In addition to these factors, whether students have visited China or have family in China also influences their attitudes towards Chinese government and people. In general, mainland experience increases students’ good impressions on China along with will to have interaction with Chinese people.

The present research was developed and presented to the Graduate Program in Education, Master at Education Center in the Federal University of Santa Maria, on line training Knowledge and Professional Development, aiming to learn from the thematic of the oral history and writing (auto) biographic dailies of teachers of history, as if, during their formative processes were being built the social imaginary of assessment of learning and places which these occurred. The research entitled Teachers History Discuss about Assessment of Learning and Training: an (Auto) Biographical Approach integrates the study of Education on assessment of learning, a key component of teacher education. It justifies the importance and timeliness of work, since the evaluation studies, the existing bibliographies as means of acquiring results in students performance, in education as a whole, while this research has shifted their scope to teachers of History themselves and its imaginary representations considered as responsible for their execution. The type of the present case study characterized as qualitative research used the theoretical and methodological feature of the Thematic Oral History (auto) biography mediated as a device to trigger the memories of these teachers of education in order to understand how does the assessment of learning has been represented along their formative processes, both in school and in training and further educational activities and how does this training consisted in their different places. Data collection was accessed by means of semi-structured interviews with preparing scripts for both the oral (auto) biographical narrative and also the diaries. There are reasons for the aiming for both teams of employees according to their analysis of the theoretical part of teacher education and the social imaginary. Moreover, they consider relevant dialogues between teachers and through this exchange of experiences it was possible to recognize their sensitivities and perceptions. The research has accessed various perspectives in training of meanings, many of these unknown by conventional standards / academics, identifying varieties of the assessment, from rage to anxiety, fear, nervousness, and the desire and feeling of freedom and the demand for greater teacher autonomy, both in concept and in the instruments. / Esta pesquisa foi desenvolvida e apresentada ao Programa de Pós-Graduação em Educação, Mestrado do Centro de Educação da Universidade Federal de Santa Maria, na Linha de Formação, Saberes e Desenvolvimento Profissional, tendo como objetivo conhecer, através da História Oral Temática e da escrita dos diários (auto)biográficos dos (as) professores (as) de História, como que, no decorrer dos seus processos formativos, foram sendo construídos o imaginário social da avaliação da aprendizagem e em quais lugares ocorreram essas significações. A pesquisa intitulada Professores (as) de História Dialogam sobre Avaliação da Aprendizagem e Formação: Abordagem (Auto)Biográfica integra-se aos estudos da Educação sobre avaliação da aprendizagem, componente fundamental da formação docente. Justifica-se a importância e atualidade do trabalho, visto que os estudos sobre avaliação, nas bibliografias existentes, tratam desta como instrumento de aquisição de resultados do desempenho escolar, na educação como um todo, ao passo que esta pesquisa direcionou o seu olhar para os (as) próprios (as) professores (as) de História e suas representações imaginárias como responsáveis por sua execução. Caracterizada como pesquisa qualitativa, do tipo estudo de caso, utilizou o recurso teórico-metodológico da História Oral Temática, mediada pela (auto)biografia, como dispositivo para acionar as memórias educativas destes docentes, a fim de compreender como que, ao longo dos seus processos formativos, tanto na escolarização como na formação inicial e posterior atuação pedagógica, foram sendo representadas a avaliação da aprendizagem e de que maneira constituiu-se essa formação em seus diferentes lugares. A coleta dos dados foi acessada por meio das entrevistas semi-estruturadas, com elaboração de roteiros, tanto para a narrativa oral como para os diários (auto)biográficos. A fundamentação da pesquisa, tanto para as seleções dos colaboradores (as) como para a sua análise, parte dos teóricos da formação docente e do imaginário social, que consideram pertinente os diálogos entre professores e que, por meio dessa troca de vivências, foi possível reconhecer suas sensibilidades e percepções. A pesquisa acessou diferentes lugares de formação de significados, muitos destes desconhecidos pelos padrões convencionais/acadêmicos, identificando imagens da avaliação, variando entre a angústia, medo, nervosismo, como do desejo e sensação de maior liberdade e autonomia docente, tanto nos conceitos quanto nos instrumentos.