External assessments and their effects within teachers’ subjetivity

Detalhes bibliográficos
Autor(a) principal: Cavallari, Juliana Santana
Data de Publicação: 2011
Tipo de documento: Artigo
Idioma: por
Título da fonte: Signum: Estudos da Linguagem
Texto Completo: https://ojs.uel.br/revistas/uel/index.php/signum/article/view/8296
Resumo: The current study aims at questioning, through a discursive perspective, some concepts and representations surrounding the school context regarding the teachers’ performance review, as well as the way they impact pedagogical-discursive practices, by paying special attention to changes within subjective positions experienced by teachers who have become examinees instead of examiners. As research material some excerpts taken from a report addressed to teachers were analyzed. Its purpose was to reinforce the inclusive assessment intended by the Education National Committee. The contradictions unveiled in the utterances showed the difficulties faced when trying to establish a wide, neutral and fair assessment process. Besides that, the analysis allowed us to understand the resentment felt by teachers, as a whole, towards the external assessments. New formal assessment concepts are proposed at all times but they keep on evoking old-exclusive punishing practices, as well as the same representations on what means to assess and be assessed.
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spelling External assessments and their effects within teachers’ subjetivityAvaliações externas e seus efeitos na subjetividade de professoresExternal Assessment RepresentationsSubjective PositionsDiscursive PrespectiveRepresentações de Avaliações ExternasPosições SubjetivasPerspectiva Discursiva.The current study aims at questioning, through a discursive perspective, some concepts and representations surrounding the school context regarding the teachers’ performance review, as well as the way they impact pedagogical-discursive practices, by paying special attention to changes within subjective positions experienced by teachers who have become examinees instead of examiners. As research material some excerpts taken from a report addressed to teachers were analyzed. Its purpose was to reinforce the inclusive assessment intended by the Education National Committee. The contradictions unveiled in the utterances showed the difficulties faced when trying to establish a wide, neutral and fair assessment process. Besides that, the analysis allowed us to understand the resentment felt by teachers, as a whole, towards the external assessments. New formal assessment concepts are proposed at all times but they keep on evoking old-exclusive punishing practices, as well as the same representations on what means to assess and be assessed.O presente estudo pretende problematizar, dentro de uma perspectiva discursiva, alguns conceitos e representações que circulam no contexto escolar acerca da avaliação de desempenho do professor e o modo como incidem em suas práticas discursivo-pedagógicas, atentando para as mudanças de posição subjetiva ou discursiva vivenciadas pelo sujeito-professor que de avaliador do processo de ensino e aprendizagem passa a ser constantemente avaliado. Como material de pesquisa foram analisados trechos de um informe publicitário, redigido com o intuito de reforçar a proposta de avaliação inclusiva - e não punitiva - pretendida pelo Conselho Nacional de Educação. As contradições que vieram à tona na materialidade posta apontaram para a dificuldade de se estabelecer um processo de avaliação amplo, justo e imparcial, além de permitirem a compreensão do ressentimento demonstrado pelo professor, de modo geral, diante das avaliações externas. Novas noções e conceitos de avaliação formal são propostos a todo o momento, mas continuam a evocar velhas práticas punitivas e excludentes, bem como as mesmas representações do que seja avaliar e ser avaliado.UEL2011-06-15info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado pelos paresPesquisa discursiva de base interpretativistaapplication/pdfhttps://ojs.uel.br/revistas/uel/index.php/signum/article/view/829610.5433/2237-4876.2011v14n1p121Signum: Estudos da Linguagem; Vol. 14 No. 1 (2011): Formação de Professores de Línguas; 121-136Signum: Estudos da Linguagem; v. 14 n. 1 (2011): Formação de Professores de Línguas; 121-1362237-4876reponame:Signum: Estudos da Linguageminstname:Universidade Estadual de Londrina (UEL)instacron:UELporhttps://ojs.uel.br/revistas/uel/index.php/signum/article/view/8296/pdfCavallari, Juliana Santanainfo:eu-repo/semantics/openAccess2022-11-16T18:21:48Zoai:ojs.pkp.sfu.ca:article/8296Revistahttps://www.uel.br/revistas/uel/index.php/signumPUBhttps://www.uel.br/revistas/uel/index.php/signum/oai||signum@uel.br2237-48761516-3083opendoar:2022-11-16T18:21:48Signum: Estudos da Linguagem - Universidade Estadual de Londrina (UEL)false
dc.title.none.fl_str_mv External assessments and their effects within teachers’ subjetivity
Avaliações externas e seus efeitos na subjetividade de professores
title External assessments and their effects within teachers’ subjetivity
spellingShingle External assessments and their effects within teachers’ subjetivity
Cavallari, Juliana Santana
External Assessment Representations
Subjective Positions
Discursive Prespective
Representações de Avaliações Externas
Posições Subjetivas
Perspectiva Discursiva.
title_short External assessments and their effects within teachers’ subjetivity
title_full External assessments and their effects within teachers’ subjetivity
title_fullStr External assessments and their effects within teachers’ subjetivity
title_full_unstemmed External assessments and their effects within teachers’ subjetivity
title_sort External assessments and their effects within teachers’ subjetivity
author Cavallari, Juliana Santana
author_facet Cavallari, Juliana Santana
author_role author
dc.contributor.author.fl_str_mv Cavallari, Juliana Santana
dc.subject.por.fl_str_mv External Assessment Representations
Subjective Positions
Discursive Prespective
Representações de Avaliações Externas
Posições Subjetivas
Perspectiva Discursiva.
topic External Assessment Representations
Subjective Positions
Discursive Prespective
Representações de Avaliações Externas
Posições Subjetivas
Perspectiva Discursiva.
description The current study aims at questioning, through a discursive perspective, some concepts and representations surrounding the school context regarding the teachers’ performance review, as well as the way they impact pedagogical-discursive practices, by paying special attention to changes within subjective positions experienced by teachers who have become examinees instead of examiners. As research material some excerpts taken from a report addressed to teachers were analyzed. Its purpose was to reinforce the inclusive assessment intended by the Education National Committee. The contradictions unveiled in the utterances showed the difficulties faced when trying to establish a wide, neutral and fair assessment process. Besides that, the analysis allowed us to understand the resentment felt by teachers, as a whole, towards the external assessments. New formal assessment concepts are proposed at all times but they keep on evoking old-exclusive punishing practices, as well as the same representations on what means to assess and be assessed.
publishDate 2011
dc.date.none.fl_str_mv 2011-06-15
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Avaliado pelos pares
Pesquisa discursiva de base interpretativista
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://ojs.uel.br/revistas/uel/index.php/signum/article/view/8296
10.5433/2237-4876.2011v14n1p121
url https://ojs.uel.br/revistas/uel/index.php/signum/article/view/8296
identifier_str_mv 10.5433/2237-4876.2011v14n1p121
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://ojs.uel.br/revistas/uel/index.php/signum/article/view/8296/pdf
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv UEL
publisher.none.fl_str_mv UEL
dc.source.none.fl_str_mv Signum: Estudos da Linguagem; Vol. 14 No. 1 (2011): Formação de Professores de Línguas; 121-136
Signum: Estudos da Linguagem; v. 14 n. 1 (2011): Formação de Professores de Línguas; 121-136
2237-4876
reponame:Signum: Estudos da Linguagem
instname:Universidade Estadual de Londrina (UEL)
instacron:UEL
instname_str Universidade Estadual de Londrina (UEL)
instacron_str UEL
institution UEL
reponame_str Signum: Estudos da Linguagem
collection Signum: Estudos da Linguagem
repository.name.fl_str_mv Signum: Estudos da Linguagem - Universidade Estadual de Londrina (UEL)
repository.mail.fl_str_mv ||signum@uel.br
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