Discurso e avaliação: análise da prática pedagógica das escolas particulares de ensino médio

• Autor(a) principal: PAIVA, Carolina Pereira de
• Data de Publicação: 2010
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• dARK ID: ark:/38995/001300000c5w5
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tde/2375
• topic: Discurso; Avaliação; Ensino Médio; Vestibular; Neoliberalismo; Discourse; Evaluation; High School; Vestibular; Neoliberalism; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA

This work describes and analyzes the discourse about evaluation in private high schools, in order to know the identities assigned to such schools, the subjects, the teaching practices and evaluation. We observed the subjects parents, educational coordinators, teachers, texts evaluators and students from five schools in Goiânia during the year of 2009. For the constitution of the corpus, we prepared questionnaires, participated in meetings, witnessed writing classes and selected tests of this discipline. Survey responses were returned via email. We chose the writing teacher, because for us it would be very interesting to analyze the speech of student texts made as presented in the assessment. We think that this speech was very important for the construction of identities and concepts related to individuals, schools and evaluation. We consider this research, the theories of French Discourse Analysis reflected by Foucault, Orlandi, Pêcheux, Courtine, Navarro-Barbosa. We consider also the proposals of some theorists of education evaluation, Hoffman, Barriga, Luckesi, Perrenoud, Rosales, and neoliberalism, Dalorosa, Frigotto, Gentili. We believe that it was necessary to observe the conditions of discourse production about assessment to understand the constitution of the school community and its practices in our society. We assumed that the discussion of certain practices in school causes transformation and development. All subjects are in search of a result, approval for college and a good grade in Enem and guide their actions depending on them. We understand that for these subjects, training for the exam and for the Enem is not the best option for a quality education, but it is guaranteed access to higher education. Our analysis revealed that the discourse about evaluation, the way they are constructed from high school, contribute to the formation of subjects accommodated with existing practices because they are deemed necessary to achieve what both want.