SCHOOL ASSESSMENT AS A DIMENSION OF PEDAGOGICAL PRAXIS: INTERFACES WITH THE ORGANIZATION OF PEDAGOGICAL WORK

Abstract

 This article is a theoretical essay aimed at reflecting on school assessment as a dimension of pedagogical praxis, highlighting its interfaces with the organization of pedagogical work. Methodologically, it is characterized as a qualitative bibliographic study (Neves, 1996; Gil, 2002), grounded in the contributions of Saviani (2007), Severo and Pimenta (2015), Zabala (1998), Luckesi (2011, 2018), Libâneo (2013), Perrenoud (1999), Vasconcellos (2019), Marx (1986), and Vázquez (1968). The results showed that assessment goes beyond the function of verifying learning, constituting an investigative practice that makes it possible to understand the quality of educational reality, identify the limits and potentialities of the teaching-learning process, and support planning, replanning, and pedagogical intervention. It is concluded that school assessment, understood as a dimension of pedagogical praxis, articulates theory and practice, strengthens teachers' reflective processes, contributes to the reorganization of pedagogical practices and pedagogical work, and promotes an education committed to learning, social transformation, and the emancipation of individuals.