AVALIAÇÃO DA APRENDIZAGEM, CAPITAL CULTURAL E DESIGUALDADE EDUCATIVA

Abstract

This article presents an analysis of the social role of the school, highlighting its non-neutrality in relation to the students' school success or failure. as a result of the way they are evaluated. It was intended to demonstrate, through Bourdieu's concepts of habitus and cultural capital, the relationship between schooling process, cultural capital, assessment of learning and educational inequality. At the end, it is evident that when arriving at school and going through the evaluations of the teaching-learning process, students who do not have the required cultural capital are marginalized, which promotes educational inequality and contributes to social inequality.