A avaliação escolar no "Curriculo em Movimento" da Secretaria de Educação do Distrito Federal

This article analyzes the theoretical foundation of the new educational assessment guidelines from the Secretaria de Educação do Distrito Federal, within the Curriculum in Motion program, launched in 2014. The aim of the research was to understand how these guidelines align with contemporary pedagogical practices and what theoretical foundation underlies their development. To this end, bibliographical research was conducted, considering the contributions of authors such as Saviani, Piletti, Luckesi, Libâneo, Sant'Anna, Villas Boas, among others, who discuss educational assessment and its different approaches. The analysis indicates that the new assessment guidelines adopt a critical and process-oriented perspective, with an emphasis on formative and diagnostic assessment, contrasting with traditional summative assessment. It is concluded that the guidelines of the Curriculum in Motion program are based on contemporary pedagogical practices, especially Historical-Critical Pedagogy, proposing an assessment integrated into the teaching-learning process, aimed at the comprehensive development of students.Keywords: Assessment, Summative Assessment, Formative assessment, Diagnostic assessment, teaching−learning process, Curriculum in Motion.