INTERDIMENSIONAL EVALUATION: ASSESSMENT ASSUMPTIONS IN THE CONTEXT OF SEMI-INTEGRAL SCHOOLS

Abstract

Knowing the Interdimensional Evaluation and how the assumptions that guide it in the context of the Integral Schools are developed contribute to enhance the quality of teaching. This work fosters a discussion about the effectiveness of this evaluation in the social, economic and political context that the periphery schools live in, trying to contribute to their structuring. The work was based on qualitative documentary research and meta-analysis of the philosophical and pedagogical foundations as well as study of possible deviations in the evaluation results of the institution by the policy of accountability. Several analyzed materials presented information on the structuring of Integral Education in High School from its implementation policy, but did not focus on the way Interdimensional Assessment is carried out and its philosophy. There was a need to re-analyze the evaluation assumptions that take into account the students attended and the socioeconomic context in which they are inserted.