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
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
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.
Keywords
evaluation; critical theory; assessment
Subject
Social Sciences, Education
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
