The evaluation in the elementary school first year curriculum: teachers’ and students’ guidance and the implementation of the literacy anticipation device

Detalhes bibliográficos
Autor(a) principal: Caldeira, Maria Carolina da Silva
Data de Publicação: 2017
Outros Autores: Paraíso, Marlucy Alves
Tipo de documento: Artigo
Idioma: por
Título da fonte: Práxis Educativa (Online)
Texto Completo: https://revistas.uepg.br/index.php/praxiseducativa/article/view/8212
Resumo: Through the development of a study using ethnographic techniques allied to the Foucauldian discourse analysis, this paper analyzes the effects of evaluation in an elementary school first year curriculum and shows the evaluation logics in action in the curriculum, which gives the evaluation three formats: 1) evaluation to follow the children’s learning process; 2) evaluation of children’s behavior; 3) systemic evaluations. The results revealed that these three types of evaluation, with their different strategies and practices, lead to several different reasoning processes in the curriculum under investigation. The conclusion is that power-knowledge relations are established, guiding students and teachers and helping the implementation and operationalization of the literacy anticipation device.   Keywords: Curriculum. Evaluation. Literacy.
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spelling The evaluation in the elementary school first year curriculum: teachers’ and students’ guidance and the implementation of the literacy anticipation deviceEvaluaciones en el currículo del primer año de la enseñanza fundamental: gobierno de los profesores/as y alumnos/as y la aplicación del dispositivo de anticipación de la alfabetizaciónAvaliações no currículo do primeiro ano do Ensino Fundamental: governo de professores/as e alunos/as e implementação do dispositivo de antecipação da alfabetizaçãoThrough the development of a study using ethnographic techniques allied to the Foucauldian discourse analysis, this paper analyzes the effects of evaluation in an elementary school first year curriculum and shows the evaluation logics in action in the curriculum, which gives the evaluation three formats: 1) evaluation to follow the children’s learning process; 2) evaluation of children’s behavior; 3) systemic evaluations. The results revealed that these three types of evaluation, with their different strategies and practices, lead to several different reasoning processes in the curriculum under investigation. The conclusion is that power-knowledge relations are established, guiding students and teachers and helping the implementation and operationalization of the literacy anticipation device.   Keywords: Curriculum. Evaluation. Literacy.En esta pesquisa se ha utilizado técnicas etnográficas articuladas a los análisis del discurso de inspiración foucaultiana, este artículo hace un análisis de los efectos de evaluaciones en un currículo de un grupo de primer año de la Enseñanza Fundamental y una muestra de la lógica evaluativa en acción el en currículo, que hace la evaluación  asumir tres formas: 1) evaluación para acompañar el aprendizaje de los niños; 2) evaluación de los comportamientos infantiles; 3) evaluaciones sistémicas. Los resultados apuntan que esos tres modos de evaluar, con sus diferentes estrategias y prácticas, conducen los más diferentes raciocinios en el currículo investigado. La conclusión es que son instituidas relaciones de poder-saber, gobernando alumnos/as y docentes y auxiliando en la implementación y organización del dispositivo de anticipación de la alfabetización.   Palabras clave: Currículo. Evaluación. Alfabetización.Por meio de uma pesquisa que utilizou técnicas etnográficas articuladas à análise de discurso de inspiração foucaultiana, este artigo analisa os efeitos de avaliações em um currículo de uma turma de primeiro ano do Ensino Fundamental e mostra a lógica avaliativa em ação no currículo, que faz a avaliação assumir três formas: 1) avaliação para acompanhar a aprendizagem das crianças; 2) avaliação dos comportamentos infantis; 3) avaliações sistêmicas. Os resultados apontam que esses três modos de avaliar, com suas diferentes estratégias e práticas, conduzem os mais diferentes raciocínios no currículo investigado. A conclusão é de que são instituidas relações de poder-saber, governando alunos/as e docentes e auxiliando na implementação e operacionalização do dispositivo de antecipação da alfabetização.   Palavras-chave: Currículo. Avaliação. Alfabetização.Universidade Estadual de Ponta Grossa2017-03-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/821210.5212/PraxEduc.v.11i3.0015Práxis Educativa; Vol. 11 No. 3 (2016): Dossiê: Políticas de Avaliação e Currículo; 795-811Práxis Educativa; Vol. 11 Núm. 3 (2016): Dossiê: Políticas de Avaliação e Currículo; 795-811Práxis Educativa; V. 11 N. 3 (2016): Dossiê: Políticas de Avaliação e Currículo; 795-811Práxis Educativa; v. 11 n. 3 (2016): Dossiê: Políticas de Avaliação e Currículo; 795-8111809-43091809-403110.5212/PraxEduc.v.11i3reponame:Práxis Educativa (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/8212/5235Copyright (c) 2016 Práxis Educativainfo:eu-repo/semantics/openAccessCaldeira, Maria Carolina da SilvaParaíso, Marlucy Alves2020-04-07T01:02:05Zoai:uepg.br:article/8212Revistahttp://www.revistas2.uepg.br/index.php/praxiseducativaPUBhttps://revistas2.uepg.br/index.php/praxiseducativa/oaipraxiseducativa@uepg.br||praxiseducativa@uepg.br1809-43091809-4031opendoar:2020-04-07T01:02:05Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)false
dc.title.none.fl_str_mv The evaluation in the elementary school first year curriculum: teachers’ and students’ guidance and the implementation of the literacy anticipation device
Evaluaciones en el currículo del primer año de la enseñanza fundamental: gobierno de los profesores/as y alumnos/as y la aplicación del dispositivo de anticipación de la alfabetización
Avaliações no currículo do primeiro ano do Ensino Fundamental: governo de professores/as e alunos/as e implementação do dispositivo de antecipação da alfabetização
title The evaluation in the elementary school first year curriculum: teachers’ and students’ guidance and the implementation of the literacy anticipation device
spellingShingle The evaluation in the elementary school first year curriculum: teachers’ and students’ guidance and the implementation of the literacy anticipation device
Caldeira, Maria Carolina da Silva
title_short The evaluation in the elementary school first year curriculum: teachers’ and students’ guidance and the implementation of the literacy anticipation device
title_full The evaluation in the elementary school first year curriculum: teachers’ and students’ guidance and the implementation of the literacy anticipation device
title_fullStr The evaluation in the elementary school first year curriculum: teachers’ and students’ guidance and the implementation of the literacy anticipation device
title_full_unstemmed The evaluation in the elementary school first year curriculum: teachers’ and students’ guidance and the implementation of the literacy anticipation device
title_sort The evaluation in the elementary school first year curriculum: teachers’ and students’ guidance and the implementation of the literacy anticipation device
author Caldeira, Maria Carolina da Silva
author_facet Caldeira, Maria Carolina da Silva
Paraíso, Marlucy Alves
author_role author
author2 Paraíso, Marlucy Alves
author2_role author
dc.contributor.author.fl_str_mv Caldeira, Maria Carolina da Silva
Paraíso, Marlucy Alves
description Through the development of a study using ethnographic techniques allied to the Foucauldian discourse analysis, this paper analyzes the effects of evaluation in an elementary school first year curriculum and shows the evaluation logics in action in the curriculum, which gives the evaluation three formats: 1) evaluation to follow the children’s learning process; 2) evaluation of children’s behavior; 3) systemic evaluations. The results revealed that these three types of evaluation, with their different strategies and practices, lead to several different reasoning processes in the curriculum under investigation. The conclusion is that power-knowledge relations are established, guiding students and teachers and helping the implementation and operationalization of the literacy anticipation device.   Keywords: Curriculum. Evaluation. Literacy.
publishDate 2017
dc.date.none.fl_str_mv 2017-03-21
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistas.uepg.br/index.php/praxiseducativa/article/view/8212
10.5212/PraxEduc.v.11i3.0015
url https://revistas.uepg.br/index.php/praxiseducativa/article/view/8212
identifier_str_mv 10.5212/PraxEduc.v.11i3.0015
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.uepg.br/index.php/praxiseducativa/article/view/8212/5235
dc.rights.driver.fl_str_mv Copyright (c) 2016 Práxis Educativa
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2016 Práxis Educativa
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
dc.source.none.fl_str_mv Práxis Educativa; Vol. 11 No. 3 (2016): Dossiê: Políticas de Avaliação e Currículo; 795-811
Práxis Educativa; Vol. 11 Núm. 3 (2016): Dossiê: Políticas de Avaliação e Currículo; 795-811
Práxis Educativa; V. 11 N. 3 (2016): Dossiê: Políticas de Avaliação e Currículo; 795-811
Práxis Educativa; v. 11 n. 3 (2016): Dossiê: Políticas de Avaliação e Currículo; 795-811
1809-4309
1809-4031
10.5212/PraxEduc.v.11i3
reponame:Práxis Educativa (Online)
instname:Universidade Estadual de Ponta Grossa (UEPG)
instacron:UEPG
instname_str Universidade Estadual de Ponta Grossa (UEPG)
instacron_str UEPG
institution UEPG
reponame_str Práxis Educativa (Online)
collection Práxis Educativa (Online)
repository.name.fl_str_mv Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)
repository.mail.fl_str_mv praxiseducativa@uepg.br||praxiseducativa@uepg.br
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