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Abstract(s)
O presente trabalho, ancorando-se nas perspetivas críticas, visa interpretar a perspetiva das crianças que frequentam a educação primária em Portugal sobre a avaliação e a sua relação com as práticas de estudo e tendências político-curriculares. Os dados resultantes da auscultação de crianças em duas escolas primárias revelam que estas adotam uma conceção de avaliação predominantemente orientada para a ação dos professores, enfatizando a identificação de bons e maus alunos. A avaliação é conceptualizada como um instrumento que legitima a competição e a comparação individual, favorecendo áreas curriculares entendidas como mais difíceis e úteis. A investigação sugere a importância de considerar alternativas ao pensamento dominante, questionando o discurso reprodutivo e mecanizante na educação e avaliação.
This paper, based on critical perspectives, seeks to study the perspective of children attending primary education in Portugal on assessment and its relationship with study practices and political-curricular trends. Data from surveying children in two elementary schools reveal that they adopt a conception of assessment that is predominantly oriented towards teacher action, emphasising the identification of good and bad pupils. Assessment is conceptualised as an instrument that legitimises competition and individual comparison, favouring curricular areas perceived as more difficult and useful. The research suggests the importance of considering alternatives to dominant thought, questioning the reproductive and mechanising discourse in education and assessment.
This paper, based on critical perspectives, seeks to study the perspective of children attending primary education in Portugal on assessment and its relationship with study practices and political-curricular trends. Data from surveying children in two elementary schools reveal that they adopt a conception of assessment that is predominantly oriented towards teacher action, emphasising the identification of good and bad pupils. Assessment is conceptualised as an instrument that legitimises competition and individual comparison, favouring curricular areas perceived as more difficult and useful. The research suggests the importance of considering alternatives to dominant thought, questioning the reproductive and mechanising discourse in education and assessment.
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Keywords
política de avaliação currículo educação primária