ASSESSMENT AND CURRICULUM: EPISTEMOLOGICAL PATHS, DEVIATIONS, AND SHIFTS

Abstract

This article, which adopts a qualitative approach by articulating bibliographic analysis with contributions from everyday life studies, aims to intertwine discussions on assessment and curriculum, understood as constitutive and inseparable fields of learning processes. To this end, it presents a brief historical overview highlighting the paths taken by these fields to the present day, emphasizing the different epistemological configurations that have traversed them over time. The goal is to problematize the transformations, continuities, and reconfigurations that mark these dimensions, opening space for the emergence of other ways of thinking about and practicing curriculum and assessment. The proposed reflection is anchored in relevant theoretical frameworks from these areas, engaging with critical and post-critical perspectives, as well as with productions from the field of everyday life studies, which understand the school as a living, multiple, and constantly evolving space-time, also bringing to the reflection conversations woven on the ground within the school. In this sense, the article values ​​the practices that emerge in, from, and with the daily routines of schools, understanding them as powerful producers of knowledge, meanings, and possibilities for reinventing curricular and evaluative policies and practices.