EVALIATION LIKE A MONSTER?

Abstract

In this article, realistic conceptions of knowledge that organize pedagogical decisions are problematized and encourage assessment to be seen as a “monster” that terrorizes the schooling processes of children, young people and adults. This discussion is developed in the light of post-structural theoretical contributions, the appropriation of which has been productive for understanding the theoretical assumptions that support certainties and legitimize exclusionary evaluative practices that feed fears and insecurities in the schooling processes. As a theoretical reference, contributions from post-structural contributions produced in the field of curriculum are appropriate in dialogue with reflections on assessment. As considerations resulting from these reflections, it is worth highlighting that the promotion of evaluative practices that can, in fact, contribute to the realization of a more democratic and inclusive education presupposes theoretical investment in reflections that make explicit the contingency of pedagogical decisions.