Curriculum and evaluation: Discourses that mean the curriculum in the state context of Mato Grosso

Detalhes bibliográficos
Autor(a) principal: Santos, Geniana
Data de Publicação: 2022
Outros Autores: Ramos, Reybia Bueno, Destro, Denise de Souza
Tipo de documento: Artigo
Idioma: por
Título da fonte: Linguagens, Educação e Sociedade (Online)
Texto Completo: https://periodicos.ufpi.br/index.php/lingedusoc/article/view/2960
Resumo: This work problematizes the relation established between curriculum and avaliation, after the approbation of the National Common Curricular Base, hereinafter BNCC, show up the effects of meaning on pedagogical practice and its organization/prescription at the state level. We emphasize that this relation, in the context of Mato Grosso, suppose the character of a structure for verification/validation of teacher and student performativity. The present labor advantage the discursive comprehension of Curriculum, developed by Lopes (2018, 2019), which conceives speech as a structuring of the social. It points to the need to negotiate meanings about educational projects as a decisive element for Democracy, thus destabilizing the discourse produced on the themes presented. The study was developed with the strategic theoretical support of the Political Theory of Discourse (LACLAU, 2011, 2013). For the thematic discussion, it uses Ball (1990, 2010) to understanding the notion of performativity and problematization of the meanings of political influence; Vieira and Hypolito (2013); Diaz-Barriga (2018), authors that contribute to the destabilization of discourses on evaluation within the scope of curricular politics. It is identified from the BNCC hard investment in curricular structuring actions by way of local programs for measuring learning proficiency, especially in the context of literacy. This result of meaning caused by the BNCC highlights the language of outside evaluation, suppose to be local, of competition and meritocratic logic that corroborate stereotyped identity projections about teaching and learning, and about being a student in the context of Mato Grosso.
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spelling Curriculum and evaluation: Discourses that mean the curriculum in the state context of Mato GrossoCurriculo y evaluación: Discursos que significan el curriculo en el contexto del estado de Mato GrossoCURRÍCULO E AVALIAÇÃO: DISCURSOS QUE SIGNIFICAM O CURRÍCULO NO CONTEXTO ESTADUAL DE MATO GROSSODiscursoCurrículoAvaliaçãoSpeech CurriculumEvaluationDiscursoCurriculoEvaluaciónThis work problematizes the relation established between curriculum and avaliation, after the approbation of the National Common Curricular Base, hereinafter BNCC, show up the effects of meaning on pedagogical practice and its organization/prescription at the state level. We emphasize that this relation, in the context of Mato Grosso, suppose the character of a structure for verification/validation of teacher and student performativity. The present labor advantage the discursive comprehension of Curriculum, developed by Lopes (2018, 2019), which conceives speech as a structuring of the social. It points to the need to negotiate meanings about educational projects as a decisive element for Democracy, thus destabilizing the discourse produced on the themes presented. The study was developed with the strategic theoretical support of the Political Theory of Discourse (LACLAU, 2011, 2013). For the thematic discussion, it uses Ball (1990, 2010) to understanding the notion of performativity and problematization of the meanings of political influence; Vieira and Hypolito (2013); Diaz-Barriga (2018), authors that contribute to the destabilization of discourses on evaluation within the scope of curricular politics. It is identified from the BNCC hard investment in curricular structuring actions by way of local programs for measuring learning proficiency, especially in the context of literacy. This result of meaning caused by the BNCC highlights the language of outside evaluation, suppose to be local, of competition and meritocratic logic that corroborate stereotyped identity projections about teaching and learning, and about being a student in the context of Mato Grosso. Este trabajo problematiza la relación defendida entre currículo y evaluación, luego del asentimiento de la Base Curricular Común Nacional, en adelante BNCC, sobresaliendo de los efectos de significación en la práctica pedagógica y organización/prescripción en el ámbito del Estado. Resaltamos que tal relación, en el contexto de Mato Grosso, asume el carácter de una estructura de verificación/validación de la performatividad del profesor y del alumno. El presente trabajo privilegia la comprensión discursiva de currículo, desarrollada por Lopes (2018,2019),  que concibe el discurso como estructurante de lo social. Senãla la necesidad de negociación de los significados sobre los proyectos educativos como elemento crucial para la democracia, desestabilizando el discurso producido sobre las temáticas presentadas. El estudio se desarrolló con el apoyo teórico estratégico de la Teoría Política del Discurso (LACLAU, 2011), 2013). Para el debate temático apeló Ball (1990, 2010) para comprender la noción de performatividad y problematización de los significados de la influencia política; Vieira e Hipólito (2013); Díaz-Barriga (2018), autores que contribuyen con la desestabilización de los discursos sobre evaluación en el ámbito de la política curricular. Identificándose de acuerdo con la BNCC, fuerte transposición en acciones de estructuración curricular a través de programas locales para medir la competencia en el aprendizaje, especialmente en el contexto de la alfabetización. Este efecto de sentido provocado por la BNCC destaca el linguaje de la evaluación externa, asumida como local, de la competición y de la meritocracia que contribuyen con las proyecciones de identidad estereotipadas sobre la ensenãnza y el aprendizaje, y sobre el ser estudiante en el contexto de mato Grosso.Este trabalho problematiza a relação estabelecida entre currículo e avaliação, após a aprovação da Base Nacional Comum Curricular, doravante BNCC, salientando os efeitos de sentido sobre a prática pedagógica e sua organização/prescrição no âmbito estadual. Destacamos que tal relação, no contexto mato-grossense, assume o caráter de estrutura de verificação/validação da performatividade docente e estudantil. O presente trabalho privilegia a compreensão discursiva de Currículo, desenvolvida por Lopes (2018, 2019), a qual concebe o discurso como estruturação do social. Aponta para a necessidade de negociação de sentidos sobre projetos educativos como elemento crucial à Democracia, desse modo, a desestabilizar o discurso produzido sobre as temáticas apresentadas. O estudo foi desenvolvido com o aporte teórico estratégico da Teoria Política do Discurso (LACLAU, 2011, 2013). Para a discussão temática, recorre a Ball (1990, 2010) para a compreensão da noção de performatividade e problematização sobre os sentidos da influência política; Vieira e Hypolito (2013); Diaz-Barriga (2018), autores que contribuem para a desestabilização dos discursos sobre avaliação no âmbito da política curricular. Identifica-se a partir da BNCC forte investimento em ações de estruturação curricular via programas locais de medição da proficiência da aprendizagem, especialmente no contexto da alfabetização. Esse efeito de sentido provocado pela BNCC realça a linguagem da avaliação externa, assumida como local, da competição e da lógica meritocrática que corroboram para projeções identitárias estereotipadas sobre o ensino e aprendizagem, e sobre ser estudante no contexto mato-grossense.Universidade Federal do Piauí2022-12-27info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufpi.br/index.php/lingedusoc/article/view/296010.26694/rles.v26i52.2960Languages, Education and Society; Vol. 26 No. 52 (2022): Dossiê: Que Currículo é a BNCC?; 172-195Lenguaje, Educación y Sociedad ; Vol. 26 Núm. 52 (2022): Dossiê: Que Currículo é a BNCC?; 172-195Linguagens, Educação e Sociedade; v. 26 n. 52 (2022): Dossiê: Que Currículo é a BNCC?; 172-1952526-8449reponame:Linguagens, Educação e Sociedade (Online)instname:Universidade Federal do Piauí (UFPI)instacron:UFPIporhttps://periodicos.ufpi.br/index.php/lingedusoc/article/view/2960/3387Copyright (c) 2022 Linguagens, Educação e Sociedadehttp://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessSantos, GenianaRamos, Reybia BuenoDestro, Denise de Souza 2023-01-29T01:18:19Zoai:periodicos.ufpi.br:article/2960Revistahttps://periodicos.ufpi.br/index.php/lingedusoc/PUBhttps://periodicos.ufpi.br/index.php/lingedusoc/oairevistales.ppged@ufpi.edu.br2526-84491518-0743opendoar:2023-01-29T01:18:19Linguagens, Educação e Sociedade (Online) - Universidade Federal do Piauí (UFPI)false
dc.title.none.fl_str_mv Curriculum and evaluation: Discourses that mean the curriculum in the state context of Mato Grosso
Curriculo y evaluación: Discursos que significan el curriculo en el contexto del estado de Mato Grosso
CURRÍCULO E AVALIAÇÃO: DISCURSOS QUE SIGNIFICAM O CURRÍCULO NO CONTEXTO ESTADUAL DE MATO GROSSO
title Curriculum and evaluation: Discourses that mean the curriculum in the state context of Mato Grosso
spellingShingle Curriculum and evaluation: Discourses that mean the curriculum in the state context of Mato Grosso
Santos, Geniana
Discurso
Currículo
Avaliação
Speech
Curriculum
Evaluation
Discurso
Curriculo
Evaluación
title_short Curriculum and evaluation: Discourses that mean the curriculum in the state context of Mato Grosso
title_full Curriculum and evaluation: Discourses that mean the curriculum in the state context of Mato Grosso
title_fullStr Curriculum and evaluation: Discourses that mean the curriculum in the state context of Mato Grosso
title_full_unstemmed Curriculum and evaluation: Discourses that mean the curriculum in the state context of Mato Grosso
title_sort Curriculum and evaluation: Discourses that mean the curriculum in the state context of Mato Grosso
author Santos, Geniana
author_facet Santos, Geniana
Ramos, Reybia Bueno
Destro, Denise de Souza
author_role author
author2 Ramos, Reybia Bueno
Destro, Denise de Souza
author2_role author
author
dc.contributor.author.fl_str_mv Santos, Geniana
Ramos, Reybia Bueno
Destro, Denise de Souza
dc.subject.por.fl_str_mv Discurso
Currículo
Avaliação
Speech
Curriculum
Evaluation
Discurso
Curriculo
Evaluación
topic Discurso
Currículo
Avaliação
Speech
Curriculum
Evaluation
Discurso
Curriculo
Evaluación
description This work problematizes the relation established between curriculum and avaliation, after the approbation of the National Common Curricular Base, hereinafter BNCC, show up the effects of meaning on pedagogical practice and its organization/prescription at the state level. We emphasize that this relation, in the context of Mato Grosso, suppose the character of a structure for verification/validation of teacher and student performativity. The present labor advantage the discursive comprehension of Curriculum, developed by Lopes (2018, 2019), which conceives speech as a structuring of the social. It points to the need to negotiate meanings about educational projects as a decisive element for Democracy, thus destabilizing the discourse produced on the themes presented. The study was developed with the strategic theoretical support of the Political Theory of Discourse (LACLAU, 2011, 2013). For the thematic discussion, it uses Ball (1990, 2010) to understanding the notion of performativity and problematization of the meanings of political influence; Vieira and Hypolito (2013); Diaz-Barriga (2018), authors that contribute to the destabilization of discourses on evaluation within the scope of curricular politics. It is identified from the BNCC hard investment in curricular structuring actions by way of local programs for measuring learning proficiency, especially in the context of literacy. This result of meaning caused by the BNCC highlights the language of outside evaluation, suppose to be local, of competition and meritocratic logic that corroborate stereotyped identity projections about teaching and learning, and about being a student in the context of Mato Grosso.
publishDate 2022
dc.date.none.fl_str_mv 2022-12-27
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://periodicos.ufpi.br/index.php/lingedusoc/article/view/2960
10.26694/rles.v26i52.2960
url https://periodicos.ufpi.br/index.php/lingedusoc/article/view/2960
identifier_str_mv 10.26694/rles.v26i52.2960
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufpi.br/index.php/lingedusoc/article/view/2960/3387
dc.rights.driver.fl_str_mv Copyright (c) 2022 Linguagens, Educação e Sociedade
http://creativecommons.org/licenses/by/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Linguagens, Educação e Sociedade
http://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal do Piauí
publisher.none.fl_str_mv Universidade Federal do Piauí
dc.source.none.fl_str_mv Languages, Education and Society; Vol. 26 No. 52 (2022): Dossiê: Que Currículo é a BNCC?; 172-195
Lenguaje, Educación y Sociedad ; Vol. 26 Núm. 52 (2022): Dossiê: Que Currículo é a BNCC?; 172-195
Linguagens, Educação e Sociedade; v. 26 n. 52 (2022): Dossiê: Que Currículo é a BNCC?; 172-195
2526-8449
reponame:Linguagens, Educação e Sociedade (Online)
instname:Universidade Federal do Piauí (UFPI)
instacron:UFPI
instname_str Universidade Federal do Piauí (UFPI)
instacron_str UFPI
institution UFPI
reponame_str Linguagens, Educação e Sociedade (Online)
collection Linguagens, Educação e Sociedade (Online)
repository.name.fl_str_mv Linguagens, Educação e Sociedade (Online) - Universidade Federal do Piauí (UFPI)
repository.mail.fl_str_mv revistales.ppged@ufpi.edu.br
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