A avaliação bancária e a ideologia da opressão na avaliação da aprendizagem escolar

Abstract

This paper examines the relationship between oppressive power and the categories of teacher judgment in school learning assessment, inserted within the context of a neoliberal education and exam culture. To do so, the official curriculum proposal of the State of São Paulo was analyzed, along with a bibliographic review, in order to determine to what extent the discourse of an emancipatory education actually corresponds to the reality of schools according to the guidelines of the State Department of Education of São Paulo. The definitions of the concept of evaluation were also analyzed, as well as the definition of what we call the exam culture and its relationship with meritocracy and neoliberal ideology.