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The purpose of this paper is to discuss the challenges and potentialities of “restitution” from the context evaluative approach. In this evaluative approach, to restitute implies a specific function of the trainer, who also acts as an external evaluator and constitutes a stage in the process. Restitution is understood in a negotiate, participatory, and formative logic; in the antinomy to the exclusionary and classifying logic often associated with school and assessment; enhancing democratic participation, emancipation and the strengthening of teaching professionalism.

A restituição como processo central na avaliação de contexto