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Revista Diálogo Educacional

versão impressa ISSN 1518-3483versão On-line ISSN 1981-416X


CALDERON, Adolfo Ignacio  e  POLTRONIERI, Heloisa. Avaliação da aprendizagem na educação básica: as pesquisas do estado da arte em questão (1980-2007). Rev. Diálogo Educ. [online]. 2013, vol.13, n.40, pp.873-893. ISSN 1981-416X.

This article intends to identify and to analyze studies about the State of the Art focused on the evaluation area in the basic education, trying to understand which are the main theoretical and methodological contributions and concerns of the Brazilian scientific community to this area. Three important researches, which focus a period of 28 years, from 1980 to 2008 (BARRETO; PINTO, 2001; SOUSA, 1994; ULER, 2010), complemented by two other studies that highlight particularities of the area (CANDAU; OSWALD, 1995; SOUSA, 2005) are the basis to comprehend learning evaluation as a field of knowledge. Analyzing the scientific production in a timeline, the power of the technicist paradigm during the 70’s and the 80’s is evident, as well as the attempts to overcome it during the 80’s in the direction of formative and emancipatory proposals. During the 90’s, researchers’ concerns move from the evaluative practices in the school, of technical approach, to a critical coverage of the ideas, concepts, theories and assumptions of the evaluation. Now, the first decade of this century, in the Brazilian scientific field, it’s noticed a theoretical direction that points to the hegemony of an emancipatory paradigm, whose essence consists in a procedural, participatory and formative evaluation of learning. However, the studies show the great distance between theoretical references used in universities (emancipatory paradigm) and reality in public schools (technicist-traditional paradigm).

Palavras-chave : Learning Evaluation; State of the Art; Education Research.

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