Palavras-chave
avaliação; pedagogia; saberes
Autores
Abstract
The present study problematizes the relationship between the assessment of school learning and the pedagogical trend known as the critical-social approach to content. Under these conditions, our objective was to discuss how the assessment of school learning takes place within the framework of the critical-social pedagogy of content. To this end, the method — the adopted path — was guided by a qualitative approach and relied on bibliographic research based on theoretical productions related to the discussed concepts.
Thus, reflections were developed on the following concepts: teaching work (Tardif, 2014), the critical-social trend of content (Libâneo, 2006), and learning assessment as a diagnostic act (Luckesi, 2005), as well as the social and educational impacts of these concepts on the practices of students and teachers.
In light of this, the results of this research point to the transmission of scientific knowledge as essential for students to develop concrete skills aimed at quality education for citizenship and the world of work. This makes our investigation relevant, given that the transmission of scientific knowledge to disadvantaged groups is of fundamental impor
LIBÂNEO, José Carlos. Didática. São Paulo, SP: Cortez Editora, 2006.
LUCKESI, Cipriano Carlos. Avaliação da aprendizagem na escola: reelaborando conceitos e recriando a prática. 2. ed. rev. Salvador: Malabares Comunicação e Eventos, 2005.
TARDIF, Maurice. Saberes docentes e formação profissional. 17. ed. Petrópolis, RJ: Vozes, 2014.