Avaliação na perspectiva da Pedagogia Histórico-Crítica

This article deals with the concept of school evaluation in the perspective of Historical-Critical Pedagogy. In this paper, we present an opposition to the constructivist approach, which is actually the framework of the Ministry of Education official document ("pedagogical guidelines for teache...

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Detalles Bibliográficos
Autores principales: Magalhães, Giselle Modé, Marsiglia, Ana Carolina Galvão
Formato: Artículo publishedVersion
Lenguaje:Portugués
Publicado: Laboratório Editorial FCL-Unesp 2017
Acceso en línea:https://periodicos.fclar.unesp.br/rpge/article/view/9354
http://biblioteca.clacso.edu.ar/gsdl/cgi-bin/library.cgi?a=d&c=br/br-048&d=article9354oai
Aporte de:
Red de Bibliotecas Virtuales de Ciencias Sociales (CLACSO) de Consejo Latinoamericano de Ciencias Sociales
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institution Consejo Latinoamericano de Ciencias Sociales
institution_str I-16
repository_str R-122
collection Red de Bibliotecas Virtuales de Ciencias Sociales (CLACSO)
language Portugués
description This article deals with the concept of school evaluation in the perspective of Historical-Critical Pedagogy. In this paper, we present an opposition to the constructivist approach, which is actually the framework of the Ministry of Education official document ("pedagogical guidelines for teachers training"), as well as the Department of Education of the State of São Paulo (this one called "Letter and Life"). It is argued along this text that the verification of student´s performance should aim at redesigning and reorganizing their learning process. The authors claim that there is a contradiction between what is provided in the official documents and the actual outcomes in the assessment of students, which can be overcome with clear determination by the teacher trajectory of learning: what, to whom, for what and how to teach? We conclude that evaluation, when well driven, helps teaching more and better once that reorients teacher's actions in the arduous but noble task of providing the student ascend the concrete to the abstract and return to "concrete thought", increasingly its affective-cognitive development.
format Artículo
publishedVersion
Artículo
publishedVersion
author Magalhães, Giselle Modé
Marsiglia, Ana Carolina Galvão
spellingShingle Magalhães, Giselle Modé
Marsiglia, Ana Carolina Galvão
Avaliação na perspectiva da Pedagogia Histórico-Crítica
author_facet Magalhães, Giselle Modé
Marsiglia, Ana Carolina Galvão
author_sort Magalhães, Giselle Modé
title Avaliação na perspectiva da Pedagogia Histórico-Crítica
title_short Avaliação na perspectiva da Pedagogia Histórico-Crítica
title_full Avaliação na perspectiva da Pedagogia Histórico-Crítica
title_fullStr Avaliação na perspectiva da Pedagogia Histórico-Crítica
title_full_unstemmed Avaliação na perspectiva da Pedagogia Histórico-Crítica
title_sort avaliação na perspectiva da pedagogia histórico-crítica
publisher Laboratório Editorial FCL-Unesp
publishDate 2017
url https://periodicos.fclar.unesp.br/rpge/article/view/9354
http://biblioteca.clacso.edu.ar/gsdl/cgi-bin/library.cgi?a=d&c=br/br-048&d=article9354oai
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AT marsigliaanacarolinagalvao avaliacaonaperspectivadapedagogiahistoricocritica
bdutipo_str Repositorios
_version_ 1764820440003379200

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