Resumo

FAVERO, Altair Alberto; OLIVEIRA, Julia Costa  e  FARIA, Thalia Leite de. Criticism to “Measurements” in Education in the Light of the Theory of Capacities: Meritocracy that Strengthens Inequality. Rev. Int. Educ. Super. [online]. 2022, vol.8, e022024.  Epub 12-Ago-2022. ISSN 2446-9424.  https://doi.org/10.20396/riesup.v8i0.8665579.

This study aims to analyze how the idea of meritocracy in education ends up reinforcing inequality as it opts for limited evaluation criteria. It is an exploratory research with a hermeneutic and theoretical-bibliographic character anchored in the writings of Nussbaum (2012; 2014; 2015), Bachelard (1996), Dubet (2004), among other authors. It seeks to answer the following question: why educational evaluation processes based on measurements and meritocracy end up justifying inequality and promoting social injustice? The results show that evaluations based on meritocratic criteria are not capable of measuring all spheres of life, becoming limited in proposing what people are capable of being and doing. Bearing in mind the need to create a democratic and fair school, it is concluded that the theory of capabilities is a means of seeking the individuality and skills of subjects, adding to the apprehension of knowledge and self-reflection.

Palavras-chave : Meritocracy; Inequality; Capacity theory; Assessment.

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