Avaliação em larga escala na Educação Básica: usos e tensões teórico-epistemológicas

Abstract

The essay presents theoretical reflections on the uses and appropriations of large-scale evaluations based on the Brazilian scientific production on the subject in question. The theoretical and epistemological tensions present in these productions are evident, highlighting the dichotomies and Manichaeism resulting from this conflict; theoretical schemes designed to understand the confrontations that exist in the field of evaluation are pointed out, which, in essence, are of an epistemological nature; ; and advocates the need for more comprehensive approaches to understand the existence of external evaluations, the uses of their results and the emergence of good practices for school success in the context of a set of strategies aimed at guaranteeing the right to learning and building an effective school.