Resumo

SILVA, Roberto Araújo  e  FRANCO, Maria Amélia do Rosário Santoro. FOR A PEDAGOGY OF EDUCATIONAL EVALUATION: EPISTEMOLOGICAL ASSUMPTIONS, SOCIAL TESSITURES. e-Curriculum [online]. 2019, vol.17, n.2, pp.748-767.  Epub 08-Ago-2019. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2019v17i2p748-767.

The article analyzes the educational evaluation from its ontology and epistemology. Interprets evaluation as a multifaceted and intersubjective praxis constructed in various social tessitures. Defends the pedagogy of educational evaluation, that is, that the evaluation, as an evaluative form of educational objects or phenomena, can and should be pedagogical, for that, points its epistemological assumptions. Investigates two antagonistic conceptions of evaluation: control and emancipation, based on the example of SINAES (National System of Evaluation of Higher Education). Aims to answer the following question: Which of these concepts the principles that currently govern the SINAES approach? With theoretical-analytical character, the study is based on the sociology of evaluation and uses bibliographic review and documentary analysis. Although the SINAES was designed to integrate divergent paradigms, the analysis indicates that, at present, the System concentrates elements of regulation and supervision associated with the idea of evaluation as control. The study considers educational evaluation as a field of struggle in which the concepts in dispute gain or lose relevance and proportion from the intentionality underlying educational practices/policies.

Palavras-chave : Epistemology of Evaluation; Sociology of Evaluation; Educational Evaluation; Pedagogy of the Educational Evaluation; SINAES.

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