External assessments in Fortaleza city: understanding the setting of DCRFor under a critical perspective

Abstract

This paper analyses critically the relationship between external assessments and school curriculum structure expressed in the Curriculum Reference Document from Fortaleza (DCRFor), also like this reference opposes to Freire’ education perspective. We aim to contribute to bibliographic and pedagogical references represented as need of questioning whether external assessments have indeed been fostered the critical formation of teachers and students, if the Document approaches integral development of individual in class society. The discussion develops in qualitative way, focusing on the DCRFor, which is explored inside its textual depth. The method of approach is based on authors of historical and dialetical materialism, such as Engels (2020), Gadotti (2024), Freire (2022). The reached results, in light of Paulo Freire’ thought, build a scientific understanding of official documents, which are seen as the opposite meaning of a emancipator education, because the documents participate of neoliberal project, reproducing the silence culture and a non-democratic education concerning public school.