A Influência das Avaliações em Larga Escala no Estreitamento Curricular e na Formação Humanista

Abstract

This research addresses the research gap regarding the impacts of large-scale assessments on curriculum narrowing and its consequences for the humanistic education of students. While standardized assessments are often used as instruments of accountability and school performance enhancement, there are few studies on the impact of these practices on the construction of an integral and civic education, which are crucial for the critical and ethical education of students. This narrowing, often focused on assessed subjects, undermines curricular diversity and restricts the space for enhancing skills beyond academic performance. The general objective of the research is to investigate how large-scale assessment policies impact the school curriculum and restrict the advancement of humanistic education, encouraging teaching focused solely on exam results while neglecting the ethical, social, and critical elements of education. The methodology adopted is based on a qualitative study that includes a bibliographic and documentary analysis of educational policies and curricular documents. The main results indicate that the curriculum narrowing caused by these assessments compromises subjects such as arts, humanities, and physical education, reducing the time and attention dedicated to them. This results in the restriction of the integral formation of students, limiting the development of civic and humanistic skills. The contribution of this research lies in providing evidence of the need to rethink large-scale assessment policies, suggesting the incorporation of mechanisms that promote a more inclusive, critical education focused on the integral formation of citizens.

Keywords: Large-Scale Assessment; Curriculum Narrowing; Humanistic Education; Civic Education; Integral Development.