ANALYSIS OF THE EVALUATION PROCESS IN RELATION TO COMPLETE HUMAN DEVELOPMENT

Abstract

This text is a result of research in development in the Department of Education of the State University of Londrina entitled “the study of areas of human knowledge for the school curriculum”, and this text studies the elaboration of the essential elements of knowledge for a project of complete human development. The study was accomplished through the collection of data from students of the fourth year of Pedagogy of the above-mentioned University since 2004, and in random number, to approach the essential and peripheral requirements the elaboration of the situational and historical notions of the concepts of full human development. We mention in the study that such a project will be backed through omnilateral development perspective and a unique education as a perspective for the full human development, in other words, intellectual education, the technological and the corporal, as defined by Gramscinian thesis. The internalization of permanent
and temporary elements for the re-signification of knowledge will be based in the reproductive acts of daily (individuality) and non-daily (society) in which we need to understand the evaluation while indispensable for the same. The investigation made possible the systematization of theories that seemed to us of significant contribution for the full development of individuals, from a exceeded critical perspective.