The evaluative autonomy regime in the national postgraduate system and the future of relations between historiography, learning and history experience

• Autor(a) principal: Araujo, Valdei
• Data de Publicação: 2017
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Anos 90 (Online)
• Texto Completo: https://seer.ufrgs.br/index.php/anos90/article/view/66436
• topic: Ensino de história; Avaliação; Pós-graduação; Regimes de autonomia; Avaliação; Pós-graduação; Ensino de História; Sistema Nacional de Pós-Graduação; Historiography; Regime of evaluative autonomy; History teaching

This article analyzes how the accommodation of historiography in a regime of autonomy marked by evaluative models drives this field away from its disciplinary origins in the 19th century and the professional development of the 20th century. I call regime of autonomy the arrangement of forces that enables a given discourse to acquire individuality and be differentiated in the web of enunciations available at a specific time and place. A “regime” is a way to describe how interactions of these forces enable, affect and shape historical discourse, especially the relationship between the vectors author-producer, reader, circulation, consumption, languages, concepts and media. The hypothesis developed here is that an “evaluative regime of autonomy”, common to other areas of contemporary science, is changing historiography, celebrating a highly specialized profile, threatening the relevance and social communicability, endangering professional ability of contributing to the diversification of historical experience.