Learning evaluation perspectives

from dogmas, rituals and rites to the ethics of good sense

Abstract

The article aims to characterize how evaluative practices, especially in higher education, have increased as a doctrine, as a set of dogmas, rituals and rites, and how the ethics of good sense, with reflexive, sensitive and just bases, contribute to the unveiling of the real ontological nature of the act of evaluating. It is qualitative, bibliographic, and has the reflection as instrumentalization in the construct of its corpus. This document was problematized from the discussion of the evaluation as a pedagogical practice of reproduction (doctrine, set of rituals, rites and dogmas), in which we sought foundations that evidence the ethics of good sense as a route for the reversal of these praxes. As a main result, it is revealed that ethics is inseparable from the praxiological plane of the evaluation of learning, both categories being inseparable from the teaching-learning process.