Assessment of learning in the thematic approach: a look at the three pedagogical moments

Abstract

School evaluation, historically, is marked by the logic of technical control, based on authoritarian mechanisms, so breaking with this tradition is a challenge. However, the perspective of curricular restructuring of the Thematic Approach has been presented as a possibility to rethink school evaluation, since it is based on a concept of liberating education. In conjunction with this perspective, the Three Pedagogical Moments have been used in educational contexts and, in this sense, this work investigates how Brazilian theses and dissertations have been understanding and developing their evaluation processes based on the Three Pedagogical Moments linked to the Thematic Approach. Through a Discursive Textual Analysis process, the Three Pedagogical Moments were perceived as a possibility of evaluation with characteristics of an emancipatory evaluation, as it is dialogic, problematizing, critical and has a diagnostic function in order to redesign the educational action. In addition, the potential for procedural assessment that occurs at all times of its development was highlighted, not being reduced to the last pedagogical moment.

Keywords

• avaliação
• abordagem temática
• currículo
• ensino de ciências
• freire