Overview

This research aims to contribute to a reflection on the Class Council in secondary education from the perspective of educational evaluation. A review of the literature on the concepts of evaluation and Class Council was conducted, which were grouped into the following items: history, characteristics and functions, operating rules and current references. Two theoretical models were used as a basis: the discrepancy model proposed by Provus (1971) and Argyris's action theory (1974; 1990). The case study method was chosen as a way to gain a clearer understanding of factors that may contribute to the construction of the concept of Class Council and its performance, as well as to understand and outline its ideal and actual profile. As a result of the investigation, a discrepancy was found between the official proposal of the Goiás State Department of Education and the Class Council implemented in practice at a secondary school. Based on action theory, it was found that the Class Council studied was based on fragile theoretical references and conflicts in the perceptions of the teachers interviewed.

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