Geovane
Leonardo dos Santos Braga
Professor
with a degree in Journalism and Communication. Pedagogy. Psychology student.
Master in Education. PhD student in Education at the University of Uberaba –
UNIUBE. E-mail: geovaneleonardopsicologo@hotmail.com
ABSTRACT
In the timeline of
educational historiography and assessment methods, it can be seen that
education has gone through several phases. Time has brought the evolution of
discoveries and the need for behavioral changes and, obviously, the need to
lead society to develop new intellectual skills. Education has become an
important tool to meet the demands of organizational structures, but amidst
poverty and lack of investment in Brazilian education, there is a history based
on low wages and precarious schools, and often hunger, poverty and sexual abuse
are the villains in the teaching-learning process. Therefore, assessment
methods only diagnose hunger and the lack of possibility of learning something,
because no one learns anything on an empty stomach. The schooling process
ceases to be a Jesuit universe and places itself at the feet of the Industrial
Revolution, therefore the school began to need to improve assessment mechanisms
and its assessment structure. Given this fact, assessment tools were intended
to classify and select individuals. Within this context, it is observed that
education and evaluation methods have always been, in a certain way,
quantitative and have followed solid paths up to contemporary universal
education.
Keywords: Poverty; Education; Evaluation; Traditionalism; Quantitative-classificatory method.
Reviewed by Current Scientific Journal
on
março 24, 2025
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