Relações de poder no processo de avaliação da escola contemporânea

Abstract

This work presents a reflection on the action of the diverse educators, to identify the relations of mainly being in the evaluation that change in the pertaining to school space, the implicit power school and affectionate, as well as different conceptions on the evaluation and as it present itself in the pertaining to school context. To identify the diverse existing relations of the power in the half pertaining to school relation them with the Pedagogies of century XVII in ahead. Analyse a differentiated vision, in that when relating the theory with the practical of evaluate, was perceived that it exists diverse relations of being able and affectinate, as much how productive forces, in that the citizens respect the power in the actions of the other; how much negative forces where the citizen believes that it possess the power in accordance with the position that occupies. To know the different forms of being able and its envolvement in the evaluate process makes possible rethink, reorganizing the existing evaluate process in the school, in order to construct to significant, involving learnings and a School more joust, more democratic and less exculpatory.