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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| Autores principales: | , |
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| Formato: | Artículo publishedVersion |
| Lenguaje: | Portugués |
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Laboratório Editorial FCL-Unesp
2017
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| 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 |
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| Sumario: | 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. |
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