| Summary: | This dissertation seeks to reflect about a possible change in the modes of assessing, that is, about the possibility of changing our ways of thinking about assessment in a rationalist way – which currently seems focused on quantifying and that often leaves no room for a reflection on the process involved in learning – by thinking about assessment as a reflective process that allows students a greater autonomy and self-criticism in relation to their own learning. In order to do so, the thesis reflects on historical issues that accompanied the emergence, in Western culture, of a functional perspective of learning that contributed to a reduction in our perception of the world and to a utilitarian form of looking at the school time and space. By recognizing that this 'mechanization of vision’ was historically and culturally constructed, we propose a critique of the ways in which the exam is handled in schools, that is, as a form of control and an instrument for the production of exclusions (social, cognitive). From this perspective, we attempted to map and expand the concepts and practices of evaluation and experimentation, reflecting on the importance of both the promotion of autonomy and, consequently, the self-knowledge of teachers and students. The concept of 'formative assessment' was found to be particularly relevant in the course of this investigation, to refer to forms of teaching that are sensitive to differences of individuals, and open as to allow participation in the assessment process. We consider that to decentralize assessment, by making it a continuous process of experimentation and research, will help to ensure that teachers and students understand the learning process as their own construction. Therefore, several concepts and methods of assessment which value experimentation more than the end result were approached, with the goal of thinking the assessment as a democratic and reflective process. In order to ascertain the existence of some contact points in the discourses of various authors, scholars or professionals – experts – of artistic education, on the relevance (and viabilility) of participatory assessment, we made a brief review of literature (theses, monographs and articles) and a comparative analysis of Brazilian and Portuguese legislation on educational assessment. By conducting interviews with a group of teachers, we tried to figure out what they think about the topic and how they assess their students
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