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Abstract(s)
O artigo corresponde a uma revisão sistemática da literatura, em que se procura analisar como se tem estudado a relação entre a educação primária e a avaliação pedagógico-curricular e quais são os principais resultados dessas investigações. Para a análise, consideraram-se 61 artigos com presença na Scopus e/ou na Web of Science. Enquanto principais resultados, destacam-se três ideias. A investigação privilegia trabalhos de natureza predominantemente técnica, através da validação de instrumentos. Existe uma certa desconsideração ontológica do ensino elementar, fazendo com que a investigação reforce lógicas de fragmentação curricular, deste contexto formativo. As políticas e práticas de investigação parecem não conseguir estabelecer um discurso contra-hegemónico que melhor permite analisar, problematizar e criticar as políticas educativas dominantes.
This article presents a systematic review of the literature, which seeks to analyze how the relationship between primary education and pedagogical-curricular assessment has been studied and what are the main results of these investigations. For the analysis, we considered 61 articles in Scopus and/or Web of Science. As main results, three major findings stand out. The research privileges papers of a predominantly technical nature, through the validation of instruments. There is a certain ontological disregard of elementary education, which makes research reinforce curricular fragmentation logics of this formative context. The policies and practices of research seem to fail to establish a counter-hegemonic discourse that better allows us to analyze, problematize and criticize the dominant educational policies.
This article presents a systematic review of the literature, which seeks to analyze how the relationship between primary education and pedagogical-curricular assessment has been studied and what are the main results of these investigations. For the analysis, we considered 61 articles in Scopus and/or Web of Science. As main results, three major findings stand out. The research privileges papers of a predominantly technical nature, through the validation of instruments. There is a certain ontological disregard of elementary education, which makes research reinforce curricular fragmentation logics of this formative context. The policies and practices of research seem to fail to establish a counter-hegemonic discourse that better allows us to analyze, problematize and criticize the dominant educational policies.
Description
Keywords
Avaliação pedagógico-curricular Ensino primário Políticas educativas
Citation
Duarte, P., & Fonseca, D. (2023). Pedagogical-curricular assessment in primary education: A systematic review of the literature. Education Policy Analysis Archives, 31. https://doi.org/10.14507/epaa.31.7875