O Jardim Botânico do Rio de janeiro / Brasil (JBRJ) é uma instituição que se preocupa com a responsabilidade socioambiental preparando e atendendo a comunidade nas suas necessidades através de Programas de Educação continuada em Botânica. A etnobotânica, como ciência, é ferramenta vem sendo utilizada na avaliação do curso profissionalizante em jardinagem. Auxilia na avaliação qualitativa e quantitativa dos conhecimentos tácito e acadêmicos adquirido pelos egressos do curso de jardinagem do Programa Social Educação e Trabalho do JBRJ. Desta forma, a seleção dos egressos foi feita em entrevista semiestruturada e não probabilística, pela metodologia de "bola de neve". Os resultados foram comparados com marcos legais brasileiros e com dados obtidos na busca por prospecção tecnológica. Foram entrevistados 76 egressos, com 445 citações, em 82 espécies, distribuídas em 40 famílias que trouxeram uma diversidade singular. Demonstraram que existe uma necessidade emergente da valorização da etnobotânica urbana para entendimento da relação ser humanoplanta-ambiente. Os jardins botânicos se estabelecem como ambiente propício para a difusão desses conhecimentos além de promover a conservação dos recursos vegetais e dos valores culturais no meio técnico científico e tácito.

There is no doubt that having evaluation policies makes the evaluator's job easier, by providing more transparency to the evaluation process and more security to those involved. However, this can only happen when policies are presented to potential stakeholders in clear language, as they are disseminated and utilized for guiding practice. This suggests that building an evaluation culture is necessary in order to effectively implement an evaluation policy, so it can be fully utilized. This paper briefly introduces and presents what the authors understand as the concept of " evaluation culture" and " evaluation policy" . Then, it discusses the importance of evaluation policies for practice of both evaluation and meta-evaluation, and points out the possible consequences of absence of policies. Recommendations are derived from these considerations in order to inspire procedures to build and implement evaluation policies. Finally, reflections are presented based on the Brazilian experience about " culture-policy-practice" inter-relations in evaluation.

ResumoFalsas verdades têm, há muitas décadas, impregnado o sistema educacional, com fundamentos que justificam a reprovação dos alunos na educação escolar a que têm direito. É urgente, portanto, provocar junto a educadores, famílias e sociedade em geral, uma substancial reflexão, no sentido de substituir a repetência e a evasão por uma avaliação que promova o aperfeiçoamento contínuo das crianças e dos jovens.Palavras-chave: Avaliação. Mitos. Repetência. Evasão. Promoção.Evaluation myths: common knowledge is... AbstractFalse truths have, for decades, flooded the educational system with principles that justify students' retention within the school education they are entitled to receive.Urgency, therefore, is needed in order to provoke a substantial reflection among educators, families and society at large towards substituting retention and school drop out by evaluation systems capable of promoting the continuous improvement of children and youth.Keywords: Evaluation. Myths. Retention. Evasion. Promotion.Mitos de la evaluación: se dice que... ResumenFalsas verdades tienen, hace muchas décadas, impregnado el sistema educacional, con fundamentos que justifican la reprobación de los alumnos durante la educación escolar * Artigo publicado na Revista Ensaio, n. 1, v. 2, p. 57-62, out./dez. 1994.

This paper analyzes a conflict frequently encountered by an evaluation professional working in the Brazilian context and its implications to the evaluation process. The challenge is to follow ethical principles that guide a true evaluation, and yet untangle the interaction of all the actors within a complex political context, where: (a) the recognition and regulation of the evaluation profession leaves much to be desired; (b) a strong professional association of evaluators is yet to be formed, and (c) we have little empirical guidance that can enlighten the actors in the evaluation process. The conflict for the evaluator is in implementing the principles and standards that guide the formal preparation of an evaluation professional, in the face of limited autonomy of decisions regarding the use of results and recommendations. We illustrate this conflict

This chapter reports an evaluation of programs serving street children in Brazil during the mid‐1980s. At the time, several hundred independent programs for street children had emerged all over Brazil. Paulo Freire's views and concern for an appropriate educational process that regards the cultural identity of these children and youth as well as their self‐acceptance were fundamental to the conception and development of many of these programs. UNICEF commissioned a groundbreaking study that would provide a methodological basis for more comprehensive evaluations in the future. This chapter shows how Freirean pedagogy influenced both the interventions and the evaluation.

Evaluation may be a relevant tool for the practice of democracy. In order for it to occur, quality and proper utilization of its results must be assured (PATTON, 1997). Therefore, the consolidation of democratic principles in a society and the promotion of effective social interactions ( F E T T E R M A N ; WANDERSMAN, 2005) will benefit enormously from a greater and better use of evaluation in all possible formats. The Brazilian Evaluation Network was created approximately three years ago in a country with a recent history of democratic practice. Within a theoretical framework networks do not have boundaries or limits for

This study developed a prototypical description of a sample of young female prostitutes in BraziL Twenty-one young, female prostitutes were interviewed while they were actively soliciting clients on the streets of PortoAlegre, BraziL Whereas the literature indicates that young women in first world countries enter into prostitution as a consequence generally of abusive socialization, the findings reported here suggest that a proportion of young prostitutes in a Third World country-Brazil-is drawn voluntarily onto the streets by prospect of financial reward. To the extent that the data are representative, they support the view that in Third World countries, like Brazil, economic considerations may be of greater significance than those of social stress in explaining the ontology of adolescent female prostitutes.

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