FAIR AND DEMOCRATIC EVALUATION OR KNOWLEDGE LEGITIMATED AS PUNISHMENT? EVALUATION THROUGH ADF’S POINT OF VIEW

Abstract

Based on the theories which involve the evaluation process of learning, it becomes possible to conceive the evaluation as an indispensable tool in teacher’s decision making. In fact, the evaluation, in this text, will be considered beyond that, since we highlight precepts analyzing them, indicating the constitutive part of the school discourse and the pedagogical discourse. In this way, from the contribution of the French Discourse Analysis, we turn our attention to practices that indicate the idea of an ideal evaluation (and sometimes idealized) based on good planning and compatible with the students’ reality and we describe how the discourses work, analyzing the tendency of the classificatory formation passing through the evaluation process. We realize that the legitimating discourse of the evaluation prevails, overestimating its regulatory characteristic, insofar as it must provide (and often does not provide) good indicators for didactic processes. Considering the school from a discursive perspective, we highlight what we believe to be two effective principles directly related to evaluation, videlicet: the pedagogical discourse and the school discourse – based on the Orlandi’s concepts (1996). In this perspective, in this paper, we outlined from the French Discourse Analysis’ perspective a reflection on the evaluation strategies, in order to better understand the process of monitoring learning, its function and the way the discourses permeate the school context, specifically in school learning assessment.