External evaluation policies: emphasis in the cognitive and socioemotional competences
DOI:
https://doi.org/10.5212/PraxEduc.v.11i3.0014Abstract
This article presents reflections on the Brazilian policies for external evaluation with the aim to question the relevance of the emphasis that has been given to the different skills. Thereunto, we analyze the goals, the basis and the references of Brazilian main basic education test (Prova Brasil) and the SENNA Project, relating them to the new capital requirements and directions of international organizations from the 1990s. According to the analysis, initially, external evaluations focused on the amount of knowledge obtained, and later began to be guided by the model of different types of skills, influencing the way teachers assess and handle knowledge, that is their pedagogical conceptions. The results show that the logic of competences corresponds to a trend in political and pedagogical directions of denial of scientific and cultural knowledge, and of the school role as responsible for the distribution, as equally as possible, of systematized knowledge.
Keywords: Educational policies. External evaluations. Competences.
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