Resumo

SANTANA, Ana Paula  e  FIGUEIRA, Ana Paula Couceiro. DYNAMIC ASSESSMENT: agreements and disagreements on the inclusive education. Revista Teias [online]. 2023, vol.24, n.73, pp.70-84.  Epub 24-Ago-2023. ISSN 1982-0305.  https://doi.org/10.12957/teias.2023.73979.

The assessment model for special education students has been not discussed yet. There are no oficial documents that has defined this model. In view of this, assessments are being realized in a static and classifying model without, pointing out the student’s potential. The socio-historical approach has been present at the several government documents but the assessment from a social perspective has not been privileged. In this sense, the aim of this paper is to discuss the dynamic assessment as a possibility of work for special education from the inclusive education by the critical literature review. This study revealed gaps in the bibliographic references. Dynamic assessment should and can be considered potentially important for the context of special education, as it considers the singularity of each student in the teaching/learning process, based on the teacher's mediation. In conclusion, we can affirm that the dynamic assessment from a Vygotsky approach is the great possibility for the inclusive education.

Palavras-chave : dynamic assessment; Vygotsky; socio-historical approach; especial education.

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