Abstract

NONATO, Eunice Maria Nazarethe  and  ALMEIDA, Edineia Sodré Pereira de. Brief considerations about the historicity of the pedagogical assessment. Rev. Elet. Educ. [online]. 2019, vol.13, n.1, pp.291-305.  Epub Aug 05, 2019. ISSN 1982-7199.  https://doi.org/10.14244/198271992502.

The mechanism of the statutory assessment can be understood as one of the most important gears that put into operation the teaching-learning process of an educational institution. For the same reason, it is necessary that all its constituent mechanisms be constantly reviewed, in order to measure its success in relation to the goals it proposes. This need, wherein lies the justification of this work, is accentuated before a glaring paradox: even though the theoretical discourse about the pedagogical assessment point to an inclusive and democratic thinking, the practice is still imbued with influences of traditional evaluative models, which results in a banking education, exclusive and hierarchical. In this sense, through a qualitative research based on extensive literature analysis, a historical analysis of the evaluation to the point of the current status quo is undertaken, in order to highlight these contradictions and inconsistencies, launching later to a critical discussion of this historical trajectory. Such is the objective of this study.

Keywords : Educational assessment; History; Educational practices.

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