EVALUATION AS A METHOD INSERTED IN BRAZILIAN EDUCATION FOR CLASSIFICATION-QUANTITATIVE PURPOSES

In the timeline of educational historiography and assessment methods, it can be seen that education has gone through several phases. Time has brought the evolution of discoveries and the need for behavioral changes and, obviously, the need to lead society to develop new intellectual skills. Education has become an important tool to meet the demands of organizational structures, but amidst poverty and lack of investment in Brazilian education, there is a history based on low wages and precarious schools, and often hunger, poverty and sexual abuse are the villains in the teaching-learning process. Therefore, assessment methods only diagnose hunger and the lack of possibility of learning something, because no one learns anything on an empty stomach. The schooling process ceases to be a Jesuit universe and places itself at the feet of the Industrial Revolution, therefore the school began to need to improve assessment mechanisms and its assessment structure. Given this fact, assessment tools were intended to classify and select individuals. Within this context, it is observed that education and evaluation methods have always been, in a certain way, quantitative and have followed solid paths up to contemporary universal education.