A avaliação das aprendizagens: para além dos resultados.

Abstract

There is no interview to a politician, entrepreneur or politician and economic commentator that do not have well evident the mediocrity of the school results face to the carried through investments. This thought, corroborated for diverse studies carried through in the last decade, retakes the frustration feeling that is present either in the preambles of the normative texts of the educative reforms, or in reports elaborated for the central Administration. In this article we will focus three essential aspects: the social problem of the evaluation; the absence of the formative evaluation in basic education; the centrality of the speech of the competence.