DAS AVALIAÇÕES EM LARGA ESCALA À BASE NACIONAL COMUM CURRICULAR (BNCC): A LÓGICA DE PADRONIZAÇÃO COMO POLÍTICA EDUCACIONAL

• Autor(a) principal: Arlete Cristina Motovani Ziliani
• Data de Publicação: 2024
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFMS
• Texto Completo: https://repositorio.ufms.br/handle/123456789/9137
• topic: Políticas Educacionais; BNCC; Avaliação externa.

This research, linked to the research line Teacher Training and Public Policies of the Postgraduate Program in Education at the Federal University of Mato Grosso do Sul (UFMS), Três Lagoas Campus (CPTL), has as its object of study the relationship between the Large-scale Assessment policy and National Common Curricular Base in the context of production and deepening of the logic of standardization-parameterization of Brazilian education. As an analysis problem, the research is structured around the question of how the relationship between large-scale educational assessment policies and the centrality given to curricular reforms in the Brazilian educational system discipline educational intentions based on standardized and predefined indicators in regulatory frameworks. and market demands for education. Methodologically, the research is based on the method of Historical-Dialetic Materialism, as a theoretical-methodological exercise that addresses the object in the historical, political, social, cultural context, in dialectical relations, in contradictory movements under categories of totality, mediation, contradiction and hegemony. This method will receive the assistance of the Document Analysis technique, as an analytical exercise of specific current legislation pertinent to research such as the Federal Constitution (1988), LDB (1996), PNE (2014 – 2024) and IDEB (2007 to 2021), as well as such as publications related to public policies, from this perspective the BNCC (2017), which involve the educational reforms underway in the Brazilian educational system and large-scale assessment matrices. The theoretical contribution will be anchored in authors such as Gramsci (1968), Frigotto (1997 – 2013); Frigotto and Ciavatta (2003); Laval (2004); Kuenzer (2002 – 2016); Silva (2005), Freitas (2012 – 2014 – 2018); Antunes (2003); Antunes and Pinto (2017); Werle (2011); Aguiar and Dourado (2018); Saviani (2007 – 2008 – 2012 – 2016); Bernardi, Uczack, Rossi (2018); Hypólito, Jorge (2020); Silva, Carvalho (2021); Shiroma, Moraes, Evangelista (2011); Neves (2005) and Giareta (2021 – 2022). It is also announced that the research will move around the hypothesis that the curriculum standardization-parameterization policy is made possible by extensive adherence to the evaluation policy based on external indicators which, in turn, appears obedient to the demands linked to the reordering of productive relations in the context of neoliberal policies.