Abstract:
Starting from the widely recognized premise that education is fundamental for the economic,
technological, and human development of a society, this work investigates one
of the pillars of formal education: assessment, with the aim of analyzing its contemporary
redefinition. Traditionally reduced to a tool for verifying learning, assessment today
assumes a polysemic character, being reinterpreted as an inclusive pedagogical practice.
To understand this transformation, we start with a conceptual review that explores
the definitions and typologies of assessment, highlighting how its historical evolution
reflects demands for interventions capable of promoting effective learning. From this
perspective, it is proposed that evaluation transcends its selective function—historically
associated with exclusion and the reproduction of socioeconomic and cultural inequalities—
to become a mechanism of inclusion in school knowledge. The critical analysis
is based on authors such as Chueiri (2008), Depresbiteris (1989), Hoffmann (2014),
Luckesi (2018), Perrenoud (1999), Tolentino-Neto and Amestoy (2023), Werle (2012),
among others, whose studies highlight the exclusionary effects of traditional evaluative
practices, as well as a new polysemy surrounding the evaluative act. From a dialectical
dialogue with these contributions, the aim is to construct an argumentative line with
greater conceptual precision, guided by a critical epistemological perspective. As a result,
it is expected that assessment, when (re)conceived as a pedagogical tool that is
not confined to an end in itself, can break with exclusionary paradigms and contribute
to a quality education, centered on equity and the appropriation of formal knowledge.
