Resumo

BLANCO FIGUEREDO, Lázaro Liusvanys  e  ARIAS ORTEGA, Katerin Elizabeth. Decolonial Perspective of School Evaluation in the Context of Social and Cultural Diversity. Perfiles educativos [online]. 2022, vol.44, n.177, pp.168-182.  Epub 16-Jun-2023. ISSN 0185-2698.  https://doi.org/10.22201/iisue.24486167e.2022.177.60546.

The present article discusses alternative arguments about school evaluation in the context of social and cultural diversity from a decolonial perspective, as a way to counteract the Western conception of school evaluation in indigenous and intercultural contexts. The questions that guide this discussion are related to identifying the methodological requirements of the school evaluation process in the context of social and cultural diversity, and the methodological potentialities of dialogical evaluation for the formation of people in the context of social and cultural diversity. To achieve this, we used a qualitative methodology, based on a content analysis of academic literature from an intercultural perspective regarding school evaluation. The information collected and systematized is analyzed based on epistemological, pedagogical, and psychological references. The main results show the urgency of systematizing dialogic communication as a didactic option in school evaluation processes in the context of social and cultural diversity.

Palavras-chave : Decoloniality School assessment; Social and cultural diversity; Dialogical evaluation; Indigenous context Oral communication.

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