Large-scale assessments and the intrinsic relationship with the curriculum
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Abstract
Abstract: The objective of this article is to reflect on large-scale evaluations as public policies and the relationship of these evaluations with the curriculum as a mechanism to strengthen the regulatory action of the State, based on the ideas advocated by neoliberalism. As a methodology, the argumentative approach of bibliographic character is used: Afonso (2009), Bonamino and Sousa (2012), Burbules and Torres (2004), Corazza (2005), Gimeno Sacristán (2013), Libâneo (2019), among others, support the study. In this perspective, curriculum and evaluation are not limited to the prescription of content or skills, nor to exams or tests at specific moments, as they go through an emancipatory education and unrelated to management aspects.
Keywords: Large scale assessments; Curriculum; Basic education, Quality.
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