In adult organisms the regenerative capacity of certain organs or tissues can be limited, resulting in an important clinical challenge for physicians and scientists [1-3]. Regeneration involves the capacity for renewal or recomposition of tissues, organs or even organisms, after considerable physical injury or damage, resulting from pathologies, tumors, congenital diseases or traumas, for example. As a consequence of tissue regeneration, both the composition and the tissue properties are restored, and the newly formed tissue is highly similar to the original tissue. The regenerative capacity is directly related to the presence of stem cells or progenitor cells, which are capable of proliferation and differentiation [4,5]. Tissues that maintain a high proliferative capacity, such as the hematopoietic system, have regenerative capacity even in adult organisms [6]. Cell proliferation occurs in repair processes in general, accompanied by intense production of extracellular matrix, with large amounts of collagen, resulting in the formation of fibrous tissue to occupy the injured area. Although there is lesion filling, both the composition and the tissue properties are different from the original tissue, and the tissue organization pattern is not restored, leading to an altered performance of its functions [2]. Skin healing processes with the presence of scars are examples of tissue repair [3]. Besides the natural processes of regeneration and repair, it is possible, through medical intervention, to fill lesions with natural or synthetic materials, aiming at the recovery of the

INTRODUÇÃOAvaliar trata-se de um processo presente nas mais diversas esferas das relações interpessoais e deveria ser um processo corriqueiro, que acompanha a vida dos indivíduos desde seu nascimento. Entretanto, pouco se reflete sobre o ato de avaliar (CATANI e GALLEGO, 2009). Na escola, muitas vezes os alunos associam a avaliação ao processo de "passar de ano" ou "receber boas notas" (CATANI e GALLEGO, 2009; JUSTINA e FERRAZ, 2009), ou seja, a motivação do aluno na escola é muitas vezes extrínseca (trabalhar em resposta a algo externo às suas tarefas, como a obtenção de recompensas externas, em geral, com a finalidade de atender solicitações ou pressões de outras pessoas) e não intrínseca (realizar determinada atividade pela própria causa, por considerá-la interessante, atraente ou geradora de satisfação) (NEVES e BORUCHOVITCH, 2004). Dessa forma, a avaliação acaba por perder seu real significado, qual seja, servir como reflexão do nível de qualidade do trabalho escolar tanto do professor quanto dos alunos (SANTOS e CANEN, 2014).