CONTRADICTIONS BETWEEN INSTITUTIONAL ASSESSMENT AND PEDAGOGICAL ASSESSMENT IN THE CYCLES MODEL

Abstract

This article aims to critically analyze the contradictions between institutional assessment and pedagogical assessment in the cycles model, focusing on the tensions that arise when monitoring policies, targets, and accountability come to coexist with proposals for continuous follow-up, regulation of learning, and continuous progression. It is a qualitative study, developed through a literature review and theoretical-conceptual analysis, grounded in authors who discuss educational assessment, formative assessment, regulation of learning, cycles, and accountability within the field of educational policies. The study takes as its axis of reflection the context of school organization in the cycles model in Brazil, considering especially the relationships among pedagogical assessment practices, institutional assessment mechanisms, performance indicators, student flow, and result-based regulation policies. The findings indicate that the contradictions between these two evaluative rationalities are expressed mainly in the divergence of purposes, incompatible temporalities, differences in instruments and languages, and performance pressures that encourage curriculum narrowing and processes of blame. It is concluded that the articulation between institutional assessment and pedagogical assessment only becomes pedagogically consistent when institutional data are interpreted critically and subordinated to the political-pedagogical project, in order to strengthen learning as a right, continuous follow-up, and educational justice, rather than reinforcing mechanisms of control and punishment.