Entre gerações de avaliação, diferente perspectiva de avaliar na Escola Waldorf em Fortaleza

Abstract

The evaluation of teaching and learning is relevant theme at all times, given their definitions remain in constant discussions. The evaluation of the most frequent learning in schools is still done through written and oral tests, tasks and class participation. Several authors considered these improper valuation methods because they can not always assess the student’s ability and what he really knows. Studies in education have shown the inefficiency of some traditional models, but schools remain effecting such practices, guided by an economic, social and educational system that plays such models. More recent studies have presented new proposals for evaluation currently structured in three or four generations of thinkers and creators of new ways of assessing that prioritize be integral with its multiple dimensions, contrary to current models. Trying to find assessment experiences that address the student as a social being and integral, he sought to know the school Waldorf Micael, in Fortaleza, to try to understand its methodology and compare it, even if tangentially, with the proposals made by the fifth generation of the evaluation, envisioned by Guba and Linconl (1989) and postulated by Bouchard and Wellas (2008) as social assessment, which is still under construction, but already with obvious experience. The data revealed, among other evidence, the presence of some features that prevail in pedagogical practice of this school and its evaluation processes.