EDUCATIONAL ASSESSMENTS AND THEIR RESULTS: REVEALING OR OMITTING THE BRAZILIAN REALITY ON THE SCHOOL FAILURE

Abstract

This paper discusses issues related to democratization of education in Brazil from the influences of international organizations in public policy, especially education, addressing methods used to evaluate teaching, considering their effectiveness and purposes of use, the inclusion of students with special needs and issues related to school failure, highlighting the need for assessments to act as a tool for understanding and helping in the improvement of the quality of education offered. The objective of this study was to analyze these points based on the literature of this field.  It proposes a discussion about the continued progression system and the negative consequences that it may cause for students identified with learning difficulties and relationships with special education. It is argued that the assessment should reflect a desire for valuing knowledge on the inner workings of the school, which does not segregate and that excludes no one, but identifies elements that can democratize access to school knowledge, ensuring quality education for all.

Keywords: evaluation; school failure; inclusion.