Abstract

DEMO, Pedro. Lógica e democracia da avaliação. Ensaio: aval. pol. públ. educ. [online]. 1995, vol.03, n.08, pp.323-330. ISSN 0104-4036.

The purpose is to define evaluation as the permanent process of sustaining the pupil’s performance, seeking to characterize the educative commitment in every evaluative process of the basic school. Evaluation is essential part of quality, since this, being an human historical attribute, is created and maintained, if constantly recuperated. We distinguish analytically between logic and democracy of the evaluation. Under logic of evaluation we understand the necessary coherence between to evaluate and to be evaluated, what originates from the very logic of the questioning knowledge. Knowledge only can question coherently, if it above all is able to question itself or seeks to be questioned. If in one side it is impossible to produce an unquestionable questioning, on the other side it is also unfeasible an evaluation that avoids to be evaluated. Under democracy of evaluation we understand the educative commitment, mainly the necessary transparency of the criteria and procedures, summarized in the sentence: the evaluation has to be done so that the evaluated can defend himself. At the same time we argue that evaluation cannot be restricted to self-defensive forms under the concept of "self-evaluation". The external viewpoint is also essential.

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