Avaliação: controle e justificativa institucional

Abstract

This work intends to ordenate and systematize the evaluating practice applied on a trainning institution for government technicians in order to give a chance for a critical thinking over that practice itself. The purpose was to make explicit the everyday of the evaluating process perfomed there, allowing that contraditions could be studied with a more theorical, methodological rigour. For the study of the specific case of evaluatin, it started from the view that there is a conection between the pedagogical practices of the educational system and the theorical conception of the society to which this same system belongs. Amongst the pedagogical practices, there is the evaluation, which as a linking activity, acts in a way that grants the best transmission of the dominant ideology. In a capitalistic school, the evaluation processes are specially the ones which are going to legitimate that discriminative and selective power, according to the private concerns of the dominant groups, on the institutional context. Under this point of view, the function of evaluation looks much more related to those interests above mentioned. Along this work it was tried to keep loyalty to the real history of the evaluation process of the Institution's courses, so that the description, study and analysis could make possible to achieve the proposed goals. Two evaluation processes are described: one after the course evaluation of the course on the egress, and another during the course - evaluation of the process. The new knowledge that carneup of this work allowed to make clearer what is evaluation, how it looks like, which methods it makes use pedagogical practice. The conclusion achieved is that the evaluation performes a political role even though it looks like a technical activity related to methodological matters. Its observed that as taking decisions is one of the basic parts of evaluation, it's precisely on this aspect that is concentrated all the political concern on this activity. The one who takes decisions, at the end of evaluation process, attracts for himself (or herself) all the authority over the appraised object. The evaluation's problem is not only related to a question of evaluation techiniques or methods. Even the participative methods often used get damaged when they can't reach the power of decisions. It will not be with a presence of an appraiser external to the projetc that theevaluationwill be conducted in order to search for transformations on reality. On the contraty, sometimes the presence of an specialist is a symptom of an evaluation with tecnobureaucratic functions. It's suggested that the appraiser should be substituted by a teacher who's taking part of the evaluated process, and who possesses a critrical vision, able to turn evaluation into a natural activity. For future studies, it's open the discussion of what to do to change evaluation's into an educative, transforming action, that will work for the academic comunity inside an authoritative or non-democratic institution. So, it's necessary to conduct the evaluation process through more participative ways, with a clear purpose of reaching the power of decisions. Thus, evaluation would make easier the relationship between administrators and teachers, and would become a pedagogical source to think twice about reality and to face it with comittment and responsability.