Diagnostic and formative evaluation in the current contexto of basic education

Discussions for enhancing learning

Abstract

The Brazilian educational context is currently shaped by intense movements of organizational and curricular restructuring. This condition points to the need to broaden dialogues about the social role of the school in a society that constantly reinvents itself in light of the demands of the modern, globalized world. In this scenario, rethinking educational spaces and the multiplicity of elements that constitute them, emerges as a necessity, considering the democratization of education. Among these elements, the evaluation, under the lens of diagnostic and formative perspectives, occupies a prominent place in discussions due to its inherent potential to enhance teaching processes, the integral formation of learners, and their full development. In this direction, this article aims to recognize assessment practices as an important pedagogical resource in decision-making regarding educational actions. The theoretical framework supporting these reflections is primarily grounded in the works of Arroyo (2011), Gatti (2009), Hoffmann (1991), Sacristán (2000), and Luckesi (2011). The methodological approach consists of documentary and bibliographic research. The study reveals, through the analysis of educational indicators, certain weaknesses present in everyday school life that impact the universalization of education. In light of these findings, the text deepens the discussions on assessment in its epistemological, conceptual, and methodological dimensions, with the aim of contributing to more participatory, democratic, and inclusive pedagogical processes.