A avaliação na escola: um histórico de exclusão social-escolar ou uma proposta sociocultural para a inclusão?
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| Format: | Artículo científico |
| Language: | pt |
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Universidade Federal de Minas Gerais
2006
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| _version_ | 1876463439867543552 |
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| author | Sueli Salles Fidalgo |
| author_facet | Sueli Salles Fidalgo |
| contents | A avaliação na escola: um histórico de exclusão social-escolar ou uma proposta sociocultural para a inclusão? Sueli Salles Fidalgo Educación Based on discussions about the different kinds of assessment used in education (BACHMAN, 1990; ALVAREZ-MÉNDEZ, 2002), this paper firstly examines the theoretical backgrounds that have traditionally supported actions taken within the school environment. Then, more inclusive forms of assessment are discussed, maintained by the view that language is the key instrument to either exclude participants from the learning-assessing-teaching procedure or to otherwise include them. Thus, this paper aims at showing that assessing students would be more inclusive if three main concepts were taken into account, i.e.: (1) that assessing is part and parcel of teaching-learning, (2) that negotiation is a key element to organize the higher mental functions (VYGOTSKY, 1934), (3) that language is a zone of conflict in which ideology is challenged and knowledge, reconstructed (SCHNEUWLY, 1992). 2006 artículo científico 1676-0786 https://www.redalyc.org/articulo.oa?id=339829599002 pt http://www.redalyc.org/revista.oa?id=3398 Revista Brasileira de Linguística Aplicada application/pdf Universidade Federal de Minas Gerais Revista Brasileira de Linguística Aplicada (Brasil) Num.2 Vol.6 |
| format | Artículo científico |
| id | redalyc_339829599002 |
| institution | Redalyc |
| language | pt |
| publishDate | 2006 |
| publisher | Universidade Federal de Minas Gerais |
| spellingShingle | A avaliação na escola: um histórico de exclusão social-escolar ou uma proposta sociocultural para a inclusão? Sueli Salles Fidalgo Educación A avaliação na escola: um histórico de exclusão social-escolar ou uma proposta sociocultural para a inclusão? Sueli Salles Fidalgo Educación Based on discussions about the different kinds of assessment used in education (BACHMAN, 1990; ALVAREZ-MÉNDEZ, 2002), this paper firstly examines the theoretical backgrounds that have traditionally supported actions taken within the school environment. Then, more inclusive forms of assessment are discussed, maintained by the view that language is the key instrument to either exclude participants from the learning-assessing-teaching procedure or to otherwise include them. Thus, this paper aims at showing that assessing students would be more inclusive if three main concepts were taken into account, i.e.: (1) that assessing is part and parcel of teaching-learning, (2) that negotiation is a key element to organize the higher mental functions (VYGOTSKY, 1934), (3) that language is a zone of conflict in which ideology is challenged and knowledge, reconstructed (SCHNEUWLY, 1992). 2006 artículo científico 1676-0786 https://www.redalyc.org/articulo.oa?id=339829599002 pt http://www.redalyc.org/revista.oa?id=3398 Revista Brasileira de Linguística Aplicada application/pdf Universidade Federal de Minas Gerais Revista Brasileira de Linguística Aplicada (Brasil) Num.2 Vol.6 |
| title | A avaliação na escola: um histórico de exclusão social-escolar ou uma proposta sociocultural para a inclusão? |
| topic | Educación |
| url | https://www.redalyc.org/articulo.oa?id=339829599002 |