Assessment of Learning in Process (AAP): history and repercussions on the organization of pedagogical work
The article aims to analyze the Assessment of Learning in Process (AAP), that was part of the daily life of state schools in São Paulo from 2011 to 2022. To this end, we carried out documentary and bibliographical research, in order to identify its history, characteristics, the concepts that support...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2025 |
| País: | Brasil |
| Institución: | Universidade Federal de Santa Maria (UFSM) |
| Repositorio: | Revista Educação (Santa Maria. Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/90171 |
| Acceso en línea: | https://periodicos.ufsm.br/reveducacao/article/view/90171 |
| Access Level: | acceso abierto |
| Palabra clave: | Avaliação externa em larga escala Avaliação diagnóstica Avaliação formativa Large-scale external evaluation Diagnostic assessment Formative assessment Evaluación externa a gran escala Evaluación diagnóstica Evaluación formativa |
| Sumario: | The article aims to analyze the Assessment of Learning in Process (AAP), that was part of the daily life of state schools in São Paulo from 2011 to 2022. To this end, we carried out documentary and bibliographical research, in order to identify its history, characteristics, the concepts that supported it and the repercussions on the organization of pedagogical work. Using the content analysis technique, the teacher’s support materials that accompanied the AAPs and also dissertations, theses and articles located on the Coordination for the Improvement of Higher Education Personnel portal were analyzed. The data indicate that the AAP, announced by the State Department of Education as diagnostic and formative, was a large-scale external assessment designed and implemented without the participation of teachers. Although some researchers identify diagnostic and formative aspects in AAP, the majority of productions found indicate that it contributed to the induction of pedagogical practices and, in certain cases, even occupied the space of evaluating learning in the classroom. It therefore constituted yet another large-scale external evaluation focused on quantitative results, following the managerialist perspective, the result of neoliberalism. |
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