Avaliação de programas educacionais numa perspectiva democrática

Abstract

This text presents a theoretical part whose objective is to analyze the evaluation of educational programs in a democratic perspective with a view to the redefinition of their practices. In the methodological field, it was used an exploratory research of a qualitative approach, using a bibliographical research for the theoretical basis and exploration of the theme. For the discussion and analysis of the data, it was adopted the method of content analysis (BARDIN, 2011). The theoretical referential was based on different authors who discuss educational evaluation and / or programs evaluation, such as: Talmage (1982); Vianna (2000, 2014); Weiss (1982); Worthen, Sanders and Fitzpatrick (2004). The results show that the evaluation process of educational programs needs to be improved to become a democratic practice and, for this, it presupposes the admission of social interaction, negotiation and empowerment with different groups involved in this process. Futhermore, it was concluded that it is imperative that the evaluation process presents data and concerned information and excellence ways for public policies in education. Key-words: