A influência da cooperação na políticas de avaliação e a prática de avaliação cooperada das aprendizagens

Abstract

This work comes at a time when the world is going through a deeply troubled social and political context, marked by various conflicts that generate uncertainty. The school is a reflection of this turbulent world and lives in the continuous urgency of expanding and consolidating values based on mutual help, co-operation, participation and democratic living. It thus yearns to fulfil the common goal of achieving a fairer and more plural society, bound up in a complex web of relationships. The relevance of this study is based on these concerns and the need to consider a pedagogical practice that contributes to a more solidary and humanist world. In this context, assessment emerges as a polysemic concept, based on a political framework that results, among other factors, from the influence of economic globalisation, with an impact on teaching practice and student learning. Therefore, what is investigated and debated in this work is the influence of assessment policies on the practice of co-operative assessment by MEM teachers, in order to identify the main reasons that interfere in the relationship between these two contexts. The research revealed three levels of relationship between policies and practice: school governance, the relationship between peers and the interaction between policies and the practice of co-operative assessment. At the same time, given the emancipatory function of education, the study expands on the potential of cooperative assessment practice by describing the importance of ideas such as valuing diversity, the process of monitoring, analysis and critical reflection or the promotion of autonomy and its role in an assessment perspective that bases its pedagogical structure on cooperation, with a view to promoting learning and reformulating teaching processes.