Avaliação da aprendizagem escolar e o pensamento de Paulo Freire: algumas aproximações
Abstract
This article discusses the relationship between Paulo Freire’s work and the contemporary theoretical assumptions about school assessment in an emancipatory perspective. Although the school assessment had not been an essential issue within Freire’s ideas, this paper argues that his work offers relevant elements for the discussion about school assessment, mainly when it questions and at the same time breaks down with pragmatic and neoliberal assumptions. Freire’s work and its radical defense of democracy, dialogue and the notions of human beings as incomplete are essential tools to consider school assessment as an auxiliary tool to the creation of emancipatory practices for schools and society. Freirean perspective seems to offer an adequate theoretical framework which refuses those conceptions of school assessment which centralizes the assessment practices according to summative assessment.
Keywords: Assessment. Educational policies. Emancipatory perspective.
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