Cycles of continuing progression: redness for public politics

Abstract

It is said that the act of not using the evaluation tests to punish the learner has been accepted, so that it is essential to learn how to become constructive with the Educational Institutions and their collaborators. Due to this, the aim of this paper is to discuss the logic of the form of the school, of the assessment tests as well as the school cycles. At the same time it focus on the informal processes of assessment that not only occur in the classroom but also determine, in such a particular way, the processes of formal evaluations such as formal tests. This paper also synthesizes the aspects about both educational concepts and public politics that affect the notion of cycles and its application. Besides, it intends to point out ways to deal better with evaluation tests and school cycles, which can lead to the preservation of the subjectivity of students and school collective, by reducing the emphasis on control and punishment (e.g.: the evaluating process in which the red color is applied to schools that are considered less effective).