<strong>EVALUATING AND DEMOCRATIZING THE EDUCATION: PROCESSES FOR EMANCIPATING LEARNING</strong>

Abstract

This article discusses the learning evaluation and its relation to the teachers' formation, to their practices and to the democracy process within the school itself and the education. A historical background analyses the effects on the evaluation concept in the context of discipline process. It also presents the behaviorist and socio-historical paradigms, and their different concepts of subject, science, pedagogical practice, and the corresponding evaluative process for each one of these different basis. Special attention is given to the socio-historical paradigm and to the evaluation of the educational learning and its sub functions, as well as are mentioned the relationship between evaluation, learning and curriculum, the role of the teacher-researcher in the constructivist model, and the democracy process within the school in an emancipating meaning.