School historical knowledge: fixation of meanings from an evaluation policy in Rio de Janeiro
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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/8123 |
Resumo: | The purpose of this paper is to problematize the dispute over the fixation of meanings of school historical knowledge in Saerjinho - the evaluative instrument that makes up the evaluation system of the network in Rio de Janeiro. Conceiving the curriculum as signification practice and attribution of meaning and evaluation as a policy and curricular practice, information provided by the website of the Department of Education was analyzed, as were questions of History exams and semi-structured interviews with teachers of this discipline, from a discursive epistemic posture in the post-foundational agenda that understands the production of meaning as a political act. The analysis showed that there are disputes not over what the set historical knowledge consists of, but over who has the right to establish such knowledge within the evaluative instrument. Keywords: Curriculum. Evaluation. School historical knowledge. |
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School historical knowledge: fixation of meanings from an evaluation policy in Rio de JaneiroConocimiento histórico escolar: fijaciones de sentidos a partir de una política de evaluación en Río de JaneiroConhecimento histórico escolar: fixações de sentidos a partir de uma política de avaliação no Rio de JaneiroThe purpose of this paper is to problematize the dispute over the fixation of meanings of school historical knowledge in Saerjinho - the evaluative instrument that makes up the evaluation system of the network in Rio de Janeiro. Conceiving the curriculum as signification practice and attribution of meaning and evaluation as a policy and curricular practice, information provided by the website of the Department of Education was analyzed, as were questions of History exams and semi-structured interviews with teachers of this discipline, from a discursive epistemic posture in the post-foundational agenda that understands the production of meaning as a political act. The analysis showed that there are disputes not over what the set historical knowledge consists of, but over who has the right to establish such knowledge within the evaluative instrument. Keywords: Curriculum. Evaluation. School historical knowledge.El objetivo de este artículo es problematizar las disputas por la fijación de sentidos de conocimiento histórico escolar en Saerjinho,-instrumento calificador que compone el sistema de evaluación de la red fluminense (del estado de Río de Janeiro). Dentro de la concepción del currículo como práctica de significación y atribución de sentidos, y de la evaluación como política y práctica curricular, se analizaron informaciones divulgadas en el sitio web de la Secretaría de Educación, preguntas de la prueba de Historia y entrevistas semiestructuradas con profesores de esta materia, desde el punto de vista de una postura epistémica discursiva en la pauta post-fundacional que entiende la producción de significados como un acto político. Los análisis indicaron que hay disputas no sobre el qué del conocimiento histórico fijado, sino por el quién tiene el derecho a fijar tal conocimiento en un instrumento calificador. Palabras clave: Currículum. Evaluación. Conocimiento Histórico Escolar.O objetivo deste artigo é problematizar as disputas por fixação de sentidos de conhecimento histórico escolar no Saerjinho – instrumento avaliativo que compõe o sistema de avaliação da rede fluminense. Concebendo o currículo como prática de significação e atribuição de sentidos e avaliação como política e prática curricular, foram analisadas informações veiculadas no site da Secretaria de Educação, questões da prova de História e entrevistas semiestruturadas com professores dessa disciplina, a partir de uma postura epistêmica discursiva na pauta pós-fundacional que entende a produção de significados como um ato político. As análises apontaram que há disputas não pelo que do conhecimento histórico fixado, mas pelo quem tem o direito de fixar tal conhecimento em um instrumento avaliativo. Palavras-chave: Currículo. Avaliação. Conhecimento histórico escolar.Universidade Estadual de Ponta Grossa2017-03-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/812310.5212/PraxEduc.v.11i3.0010Práxis Educativa; Vol. 11 No. 3 (2016): Dossiê: Políticas de Avaliação e Currículo; 693-713Práxis Educativa; Vol. 11 Núm. 3 (2016): Dossiê: Políticas de Avaliação e Currículo; 693-713Práxis Educativa; V. 11 N. 3 (2016): Dossiê: Políticas de Avaliação e Currículo; 693-713Práxis Educativa; v. 11 n. 3 (2016): Dossiê: Políticas de Avaliação e Currículo; 693-7131809-43091809-403110.5212/PraxEduc.v.11i3reponame:Práxis Educativa (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/8123/5219Copyright (c) 2016 Práxis Educativainfo:eu-repo/semantics/openAccessMartins, Marcus Leonardo BomfimGabriel, Carmen Teresa2020-04-07T00:51:48Zoai:uepg.br:article/8123Revistahttp://www.revistas2.uepg.br/index.php/praxiseducativaPUBhttps://revistas2.uepg.br/index.php/praxiseducativa/oaipraxiseducativa@uepg.br||praxiseducativa@uepg.br1809-43091809-4031opendoar:2020-04-07T00:51:48Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)false |
dc.title.none.fl_str_mv |
School historical knowledge: fixation of meanings from an evaluation policy in Rio de Janeiro Conocimiento histórico escolar: fijaciones de sentidos a partir de una política de evaluación en Río de Janeiro Conhecimento histórico escolar: fixações de sentidos a partir de uma política de avaliação no Rio de Janeiro |
title |
School historical knowledge: fixation of meanings from an evaluation policy in Rio de Janeiro |
spellingShingle |
School historical knowledge: fixation of meanings from an evaluation policy in Rio de Janeiro Martins, Marcus Leonardo Bomfim |
title_short |
School historical knowledge: fixation of meanings from an evaluation policy in Rio de Janeiro |
title_full |
School historical knowledge: fixation of meanings from an evaluation policy in Rio de Janeiro |
title_fullStr |
School historical knowledge: fixation of meanings from an evaluation policy in Rio de Janeiro |
title_full_unstemmed |
School historical knowledge: fixation of meanings from an evaluation policy in Rio de Janeiro |
title_sort |
School historical knowledge: fixation of meanings from an evaluation policy in Rio de Janeiro |
author |
Martins, Marcus Leonardo Bomfim |
author_facet |
Martins, Marcus Leonardo Bomfim Gabriel, Carmen Teresa |
author_role |
author |
author2 |
Gabriel, Carmen Teresa |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Martins, Marcus Leonardo Bomfim Gabriel, Carmen Teresa |
description |
The purpose of this paper is to problematize the dispute over the fixation of meanings of school historical knowledge in Saerjinho - the evaluative instrument that makes up the evaluation system of the network in Rio de Janeiro. Conceiving the curriculum as signification practice and attribution of meaning and evaluation as a policy and curricular practice, information provided by the website of the Department of Education was analyzed, as were questions of History exams and semi-structured interviews with teachers of this discipline, from a discursive epistemic posture in the post-foundational agenda that understands the production of meaning as a political act. The analysis showed that there are disputes not over what the set historical knowledge consists of, but over who has the right to establish such knowledge within the evaluative instrument. Keywords: Curriculum. Evaluation. School historical knowledge. |
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/8123 10.5212/PraxEduc.v.11i3.0010 |
url |
https://revistas.uepg.br/index.php/praxiseducativa/article/view/8123 |
identifier_str_mv |
10.5212/PraxEduc.v.11i3.0010 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.uepg.br/index.php/praxiseducativa/article/view/8123/5219 |
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; 693-713 Práxis Educativa; Vol. 11 Núm. 3 (2016): Dossiê: Políticas de Avaliação e Currículo; 693-713 Práxis Educativa; V. 11 N. 3 (2016): Dossiê: Políticas de Avaliação e Currículo; 693-713 Práxis Educativa; v. 11 n. 3 (2016): Dossiê: Políticas de Avaliação e Currículo; 693-713 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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1799317611062755328 |