Criticism and Self-criticism: participatory evaluation in rural schools.

Abstract

ABSTRACT: This paper approaches some possibilities implementation of participatory evaluation, which is seen as an important dimension of the accomplished pedagogical work in rural schools organized according to politician-pedagogical principles of the movement of landless rural workers. Among the authors who base this study are Freitas (1995), Perrenoud (1986) and Pistrak (2002). The research of participant nature, whose main instrument was the comment had with central objective to analyze where measured critical and the self-criticism as a proposition of participatory evaluation, reflected in the daily life of rural schools. The results of the research show the value of systematic evaluation in the context of these schools. It was possible to see that a transformative and emancipatory education can not do without the critical and participatory evaluation, which includes students and educators as subjects of the process of teaching and learning. Although it is a practice complex and sometimes conflicting, participatory evalution is essential tool for collective reflection and systematization of educational activities and actions triggered in school, so as to strengthen the educational project of the rural social movements.