Avaliação tradicional e avaliação dialética e inclusiva: contraposições

Abstract

The purpose of this article is to contribute to the training of teachers of Elementary and Middle School, presenting a new perspective on the subject of evaluation of teaching and learning processes. From this purpose, bibliographical research is used as a methodological procedure. The main problem is to reflect on the type of internal assessment of learning that would be most appropriate to benefit the heterogeneity of students. It is considered that dialectical and inclusive evaluation for its dialectical and / or revolutionary conception of man, society and education and the characteristics underlying it can stimulate and contribute to the construction of new educational practices from the act of teaching until the act to evaluate the processes of teaching and learning in a dialectical, dialogical relationship with more democratic tendencies.

Keywords

• pedagogia da essência. pedagogia da existência. pedagogia dialética. avaliação dialética e inclusiva.