Resumo

ESTEBAN, Maria Teresa  e  PINA, Bruna de Souza Fabricante. SILENCE AND DIALOGUE IN SCHOOL ASSESSMENT. Revista Teias [online]. 2021, vol.22, n.67, pp.420-433.  Epub 23-Fev-2023. ISSN 1982-0305.  https://doi.org/10.12957/teias.2021.52977.

The daily movements of production of education as a practice of freedom in public schools lead to the problematization of the pedagogical act. In this context, this article deals with the meanings assumed by the evaluation in school practices and their connections with the intensification of the public school’s democratic dimension, understanding its relation with the projects of education and society in dispute. The research with the school daily life used the dialogue as a method and the evidential paradigm to enter into relationship with teachers, children and documents. Freire´s thought, the decolonial and post-colonial studies, together with those on educational evaluation offered outlines that allowed the interpellation of school assessment, showing proposals that silence and their fissures, possibilities of rupture with the instituted and the presence of restlessness and dialogical flows.

Palavras-chave : assessment; school daily life; liberating education.

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