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Este artigo apresenta um recorte de uma pesquisa cujo objetivo foi apresentar e discutir aspectos da utilizacao da cola em uma prova-escrita-em-fases como uma estrategia docente na formacao inicial de professores de matematica. Para tanto, foi tomada a Educacao Matematica Realistica como abordagem de ensino. As intervencoes inerentes ao instrumento avaliativo individualizaram a prova. Dentro do contexto dessa estrategia do professor, a cola nao cumpre seu proposito, ja que o exame realizado em etapas elimina a regra da nao comunicacao. This paper presents a part of a research whose objective was to present and discuss aspects of the use of proof-writing-in-phases with cheating as a teacher strategy in initial teacher training. For that, Realistic Mathematics Education was taken as an approach to teaching. The interventions inherent to the stages reduce the utility of cheating because they individualize the exam. Within the context of that teacher strategy, cheating misses its purpose, since the exam carried out in stages eliminates the rule of non-communication.

Influências da natureza da avaliação na utilização de uma cola<br>Influences of the nature of evaluation in the utilization of a cheat