Abstract

EYNG, Ana Maria. Curriculum and evaluation: two sides of the same coin in guaranteeing the right to education with social quality. Rev. Diálogo Educ. [online]. 2015, vol.15, n.44, pp.133-155. ISSN 1981-416X.  https://doi.org/10.7213/dialogo.educ.15.044.DS06.

The right to education with social quality is enabled by a close and constant dialogue between the assumptions of post-critical curricula and emancipatory evaluation, considering the question: what conceptions of curriculum and assessment are carried over at school and what are the effects on the game of forces that maintain conservative practices at school? The analysis is based on methodological theoretical elements from literature in dialogue with empirical data, whose collection was performed via application of structured individual interviews with children and adolescents. The discussion contemplates emancipatory evaluation, inspired by Saul (1988), and a post-critical perspective of curriculum, referenced in Silva (2009) and Eyng (2010), which emerge among the conditions guaranteeing the right to education, according to Santos (2010), Estevão (2013), as a parameter for social quality, according to analysis by Silva (2009). The social quality education requirements include intercultural curricula evaluated in an emancipatory way. Ensuring the right to education, as an emancipatory possibility, requires a counter-hegemonic policy, considering the effectiveness of social quality for everyone.

Keywords : Emancipatory Evaluation; Post-Critical Curriculum; Right to Education; Social Quality.

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