A expansão dos sistemas avaliativos e a teoria crítica: um diálogo (im) pertinente

Abstract

This article aims to reflect on the expansion of evaluation systems and to articulate it to the concept of emancipatory education of the Critical Theory of Society. The quantitative data of the evaluations in the current scenario reinforce the competition between the schools, besides a technicist view of the knowledge. The evaluative model proposed by the State reflects a model based on a managerial and technical logic, which contradicts the bases of critical theory. This is a qualitative, bibliographical research, with the theoretical foundation based on Adorno (1995), Adorno and Horkheimer (1985), Afonso (2007), Gomes (2010) and others. Critical theory preaches the importance of education as capable of humanizing and making human beings aware of social injustices, and this knowledge cannot be measured by external evaluation.