The evaluation in the elementary school first year curriculum: teachers’ and students’ guidance and the implementation of the literacy anticipation device
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Data de Publicação: | 2017 |
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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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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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1799317612421709824 |