Educate or conform: a perspective of the ideological form of evaluation practice

Abstract

The purpose of this paper is to reflect, in a fundamentally marxist perspective, on topics such as assessment of thematic approach needed in teacher training courses. Method: For this, we used the repertoire of theories D' Ambrosio (1997, 1999, 2011) and Domite (2004) to situate the place of look at researcher's attitude Ethnomathematics. Discussion: We intend to discuss the context in which it assesses as well as evaluation practice itself, taking as reference Veiga-Neto (2012) that characterizes as a "right shift". Moreover, to broaden the debate, we resort to thinking Mascaro (2013) to question a very specific way evaluative way, building a parallel with his work. Results: To conclude, in turn, identifies in Moraes (1997) and D' Ambrosio (1997, 1999) critical elements on which we intend to build a new educational paradigm, from the systemic critique that has become the everyday school together and the curriculum itself.