It exists, however, a deep abyss between the progressive speech and taken root the practical traditionalist of evaluation in the schools, more specifically in the public schools. It is important to give continuity to the inquiries that they search find way solutions that the school if more than approaches the ideals of the society, if thus not distanciando of its true function. Some institutions of the society, facing ruptures or modifications in its paradigms in this beginning of century, they seem to suffer convulsive states that beiram the chaos to if confrotting with identitrias crises. Therefore, they pressure the school so that it forms pupils citizens, it characterizes man power for the work market, it keeps children and young in classroom, and that it practically substitutes the institution family. In opposition to the failure pertaining to school and the index of desistances, the permanence of the pupils in the school is many times stimulated by the politics of not the repetncia (not conservation), when by some reasons the pupils are promoted, leading I obtain a knowledge to lacunar and superficial really preoccupying, for being inapt to understand the contained information most banal in the texts, to establish questions definitive phenomena or to abstract numerical expressions that certify the minimum arithmetical knowledge. The society, and same the researchers of the subject, frequently ask what he can have happened with the school, that legitimizes each time bigger contingent of egresses badly obtaining to write simple texts, many times perpassados for the misery to vernacular, where the inexistent literal cohesion allows the prognostics shadiest. The educators, worried perhaps in preventing the evasion (how much bigger the number of registered pupils, more mount of money of the FUNDEB receives the city) try to keep great contingents of pupils in room and seem to disrespect, in preoccupying way, the central problem of this inquiry: the evaluation as instrument of diagnosis of the significant learning and accompaniment of the pedagogical planning, aiming at the synchronism between the plans and the quality of the teach-learning, as well as the mensurao of the demanded minimum abilities in the stages of the evaluation.
THEORETICAL REFERENCIAL – BEHRENS, Appeared Marilda. The pedagogical formation and the challenges of the modern world. In: Masetto, Landmarks (org.). Docncia in the university. Campinas: Papirus, 1998.
– HESEN, Johannes. Theory of the Knowledge. Coimbra: Coimbra publishing company, 1987. – MORAES, Cndida Maria. emergent educational paradigm. Campinas: Papirus, 1997. – PERRENOUD, Philippe. Ten new abilities to teach. Porto Alegre: Medical arts of the South, 2000. – PIAGET, Jean.e Grco, P. Learning and knowledge. So Paulo: Freitas Bastos, 1974. – SEVERINO, Antnio J., Philosophy of the education. So Paulo, FTD, 1994. (Col. To teach & To learn) – SEVERINO, Antnio J., Philosophy. So Paulo, Cortez, 1992. (Col. Teaching). 1 Permitted in Normal Superior/Pedagogia for the Superior Institute of Education (Safe ISED-Port); Postgraduate in Portuguese Language and Literatura (ISED).