Abstract

WACHOWICZ, Lílian Anna  and  ROMANOWSKI, Joana Paulin. Avaliação: que realidade é essa?. Avaliação (Campinas) [online]. 2002, vol.07, n.02, pp.81-100. ISSN 1414-4077.

The fragmentation and bureaucratization of evaluation procedures, as practiced in the teaching institutions, provoke alienation and loss of dynamism in the learning process, as a result of the directive capacity attributed to the evaluation. The alienation comes from non-participation in the "life world" (expression given by Habermas in his communicative action theory), that at schools we understand to be learning. This life world comes already interpreted, or re-codified by the system: the learning content comes already prescribed. The prescription impedes the exempt description of the prejudgments. The exemption indicates the need to analyze the learning and not judging it. We call arrogance to this characteristic of the educational system and recognize that it is a barrier to the teaching and to the improvement of the learning process. In the second part of this text, we introduce a teaching experience with participative evaluation. The technique is one of assembly, with determined roles assigned to a group of 60 students, in the Education Philosophy course, offered during the second year of the Pedagogy Program. Students' reports reveal their approval regarding this technique that allows participation in the teaching and learning processes, taken as a single process, but not regarding evaluation, which is still taken as a process apart. Description isn't a usual procedure, and prescription, although alienating, seems to make students feel safer with regard to evaluation.

Keywords : Participative Evaluation; Learning Description; Contents Prescription; Alienation.

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