Preprint Article Version 1 This version is not peer-reviewed

Educational Evaluation and Codeterminations of School Production

Version 1 : Received: 27 June 2019 / Approved: 1 July 2019 / Online: 1 July 2019 (15:22:25 CEST)

A peer-reviewed article of this Preprint also exists.

Remolina-Caviedes, Juan-Francisco. (2019). Evaluación educativa y codeterminaciones de la producción escolar. Ensaio: Avaliação e Políticas Públicas em Educação, Epub 19 de junio de 2019. https://dx.doi.org/10.1590/s0104-40362019002701629 Remolina-Caviedes, Juan-Francisco. (2019). Evaluación educativa y codeterminaciones de la producción escolar. Ensaio: Avaliação e Políticas Públicas em Educação, Epub 19 de junio de 2019. https://dx.doi.org/10.1590/s0104-40362019002701629

Journal reference: Ensaio: Avaliação e Políticas Públicas em Educação 2019
DOI: 10.1590/s0104-40362019002701629

Abstract

This article is about school evaluation. The objective was to explain critically the mediating relationships between educational evaluation and the production of school knowledge from the perspective of the Dialectical Historical Materialism. With this interest, a documentary analysis was made, obtaining as result four explanatory categories: production, subsumption, distribution and exchange of knowledge, which form a concrete totality with distinctions and antagonistic relationships between them, limited by their opposite. It is concluded that the evaluation as a mediating form lacks antagonistic pair and consequently of control by opposition, emerging from the school daily as autonomous and sovereign entity, oppressive of school subjects.

Subject Areas

evaluation; critical theory; assessment

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