“COMO FAÇO COM A NOTA DELE, EU DOU A MÉDIA?” UM MANIFESTO SOBRE A AVALIAÇÃO ESCOLAR NA/E PARA A INCLUSÃO

Abstract

This article is an essay, which presents five scenarios, four of which are discussion and the final scenario, referring to conclusions, which seek to reveal the complexity of reformulating assessment practices in mathematics education within a context of school inclusion, highlighting the need for approaches educational programs that adapt to the specific needs of students. The importance of transcending traditional assessment practices is emphasized, which are often limited to measuring acquired knowledge, neglecting monitoring the student's development and evolution. Inspired by the contributions of several researchers, the text defends assessment as a continuous process, capable of guiding strategic decisions to promote satisfactory learning. The need to dismantle traditional conceptions about assessment is highlighted, adopting an equitable and reflective practice that follows the student's individual evolution in a genuinely inclusive and dialogical way. The text also addresses the importance of promoting dialogues about differences and diversity, ensuring that education systems are structured to guarantee inclusive access, participation and learning, contributing significantly to the construction of students' mathematical knowledge.

Keywords: Assessment; Examination; Inclusion; Investigative and Ipsative Perspective