Perspectives of School, Culture and Evaluation on the Basis of School Culture

Abstract

The objective of this study is to discuss about the elements that composed a study on the theme: “The Study of School: school culture, material and immaterial culture, institution and school evaluation practicesâ€, in the training space of the doctorate in Education. As a problem to be reflected on, the question is: how is it possible for the school to produce its own critical culture, in order to oppose the dominant culture? How to deal with this homogeneous form of school organization, bearing in mind the assessment based on the school culture? From this perspective, the field of study of school culture involves themes involved in the history of reading, curriculum, teacher training and professionalization and other elements that compose it. These reflections extend to all school contexts and, consequently, the interest in dealing with a theme such as evaluation and institutional evaluation. School culture is based on tensions, conflicts, practices and ruptures, driven by the organization of the school. These fabrics comprise the organization of the school at all its levels and modalities, both in basic education and in higher education. In addition to them, the evaluation will also compose the space of the school's culture. Therefore, the evaluation is present in the school culture and becomes part of its compositional processes and it is urgent to be analyzed as a phenomenon of this culture in its social and political aspects.