The controversy about large-scale assessments in Brazil: argumentative continuum
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Educação e Pesquisa |
Texto Completo: | https://www.revistas.usp.br/ep/article/view/210518 |
Resumo: | This article presents a systematization and analysis of the academic debate concerning large-scale assessments in Brazil, under an argumentative continuum. The goal is to synthesize the discursive conflict within the field of assessment in elementary school in argumentative zones – unconditional support, critical support, propositive denial and categorical denial – which are the gradations of a continuum with different degrees of support and denial of large-scale assessments. From the perspective of this research, the ideological conflict between two source-discourses (or generator discourses) – economic discourse and critical discourse – have generated four political-educational placements throughout time. Methodologically, the analysis of discourses influenced by the theme was based on the notion of polyphony (BAKHTIN, 2005; MAINGUENEAU, 2002), that is, by the effort to approach simultaneously and equipollent different voices that have stated in relation to the controversy being discussed – an excerpt of a broader academic discourse circulates in the country. By showing that the debate concerning external evaluation in elementary school in the country is not strict to the mere polarization between proponents and opponents, it is believed that such argumentative continuum – built on the bases of production of national authors – constitutes (possible) syntheses to the controversy about large scale assessments in Brazil, forming an abstract miniature of a complex and heterogeneous reality of concrete discursive struggles. |
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The controversy about large-scale assessments in Brazil: argumentative continuumA controvérsia sobre avaliações em larga escala no Brasil: continuum argumentativoAvaliação educacionalThis article presents a systematization and analysis of the academic debate concerning large-scale assessments in Brazil, under an argumentative continuum. The goal is to synthesize the discursive conflict within the field of assessment in elementary school in argumentative zones – unconditional support, critical support, propositive denial and categorical denial – which are the gradations of a continuum with different degrees of support and denial of large-scale assessments. From the perspective of this research, the ideological conflict between two source-discourses (or generator discourses) – economic discourse and critical discourse – have generated four political-educational placements throughout time. Methodologically, the analysis of discourses influenced by the theme was based on the notion of polyphony (BAKHTIN, 2005; MAINGUENEAU, 2002), that is, by the effort to approach simultaneously and equipollent different voices that have stated in relation to the controversy being discussed – an excerpt of a broader academic discourse circulates in the country. By showing that the debate concerning external evaluation in elementary school in the country is not strict to the mere polarization between proponents and opponents, it is believed that such argumentative continuum – built on the bases of production of national authors – constitutes (possible) syntheses to the controversy about large scale assessments in Brazil, forming an abstract miniature of a complex and heterogeneous reality of concrete discursive struggles.Este artigo apresenta uma sistematização e análise do debate acadêmico acerca de avaliações em larga escala no Brasil, sob a forma de um continuum argumentativo. O objetivo é sintetizar o embate discursivo no campo da avaliação da escola básica em zonas argumentativas – apoio incondicional, apoio crítico, recusa propositiva e recusa categórica – que são gradações de um continuum com diferentes graus de apoio e recusa às avaliações em larga escala. Da perspectiva deste trabalho, o embate ideológico entre dois discursos-fonte (ou discursos-geradores) – o discurso economicista e o discurso crítico – gerou ao longo do tempo esses quatro posicionamentos político-educacionais. Metodologicamente, a apreciação dos discursos gravitantes da temática orientou-se pela noção de polifonia (BAKHTIN, 2005; MAINGUENEAU, 2002), ou seja, pelo esforço de abordar, de forma simultânea e equipolente, diferentes vozes que se pronunciaram em relação à controvérsia em tela – um recorte de um conjunto mais amplo de discursos acadêmicos que circulam no país. Ao evidenciar que o debate a respeito da avaliação externa da escola básica no país não se resume à simples polarização entre proponentes e opositores, acredita-se que tal continuum argumentativo – construído com base em produções de autores nacionais – constitui uma síntese (possível) da controvérsia acerca de avaliações em larga escala no Brasil, mimetizando em abstrata miniatura uma realidade heterogênea e complexa de lutas discursivas concretas.Universidade de São Paulo. Faculdade de Educação2023-12-22info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/xmlapplication/pdfhttps://www.revistas.usp.br/ep/article/view/21051810.1590/S1678-4634202349250287porEducação e Pesquisa; v. 49 n. contínuo (2023): Educação e pesquisa volume 49 único contínuo ; e250287Educação e Pesquisa; Vol. 49 No. contínuo (2023): Educação e pesquisa volume 49 único contínuo ; e250287Educação e Pesquisa; Vol. 49 Núm. contínuo (2023): Educação e pesquisa volume 49 único contínuo ; e2502871678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPporhttps://www.revistas.usp.br/ep/article/view/210518/192946https://www.revistas.usp.br/ep/article/view/210518/192945Copyright (c) 2023 Educação e Pesquisahttp://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessRibeiro, Renato Melo Sousa, Sandra Zákia 2023-12-22T13:32:28Zoai:revistas.usp.br:article/210518Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2023-12-22T13:32:28Educação e Pesquisa - Universidade de São Paulo (USP)false |
dc.title.none.fl_str_mv |
The controversy about large-scale assessments in Brazil: argumentative continuum A controvérsia sobre avaliações em larga escala no Brasil: continuum argumentativo |
title |
The controversy about large-scale assessments in Brazil: argumentative continuum |
spellingShingle |
The controversy about large-scale assessments in Brazil: argumentative continuum Ribeiro, Renato Melo Avaliação educacional |
title_short |
The controversy about large-scale assessments in Brazil: argumentative continuum |
title_full |
The controversy about large-scale assessments in Brazil: argumentative continuum |
title_fullStr |
The controversy about large-scale assessments in Brazil: argumentative continuum |
title_full_unstemmed |
The controversy about large-scale assessments in Brazil: argumentative continuum |
title_sort |
The controversy about large-scale assessments in Brazil: argumentative continuum |
author |
Ribeiro, Renato Melo |
author_facet |
Ribeiro, Renato Melo Sousa, Sandra Zákia |
author_role |
author |
author2 |
Sousa, Sandra Zákia |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Ribeiro, Renato Melo Sousa, Sandra Zákia |
dc.subject.por.fl_str_mv |
Avaliação educacional |
topic |
Avaliação educacional |
description |
This article presents a systematization and analysis of the academic debate concerning large-scale assessments in Brazil, under an argumentative continuum. The goal is to synthesize the discursive conflict within the field of assessment in elementary school in argumentative zones – unconditional support, critical support, propositive denial and categorical denial – which are the gradations of a continuum with different degrees of support and denial of large-scale assessments. From the perspective of this research, the ideological conflict between two source-discourses (or generator discourses) – economic discourse and critical discourse – have generated four political-educational placements throughout time. Methodologically, the analysis of discourses influenced by the theme was based on the notion of polyphony (BAKHTIN, 2005; MAINGUENEAU, 2002), that is, by the effort to approach simultaneously and equipollent different voices that have stated in relation to the controversy being discussed – an excerpt of a broader academic discourse circulates in the country. By showing that the debate concerning external evaluation in elementary school in the country is not strict to the mere polarization between proponents and opponents, it is believed that such argumentative continuum – built on the bases of production of national authors – constitutes (possible) syntheses to the controversy about large scale assessments in Brazil, forming an abstract miniature of a complex and heterogeneous reality of concrete discursive struggles. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-12-22 |
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://www.revistas.usp.br/ep/article/view/210518 10.1590/S1678-4634202349250287por |
url |
https://www.revistas.usp.br/ep/article/view/210518 |
identifier_str_mv |
10.1590/S1678-4634202349250287por |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/210518/192946 https://www.revistas.usp.br/ep/article/view/210518/192945 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2023 Educação e Pesquisa http://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2023 Educação e Pesquisa http://creativecommons.org/licenses/by-nc/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
text/xml application/pdf |
dc.publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
dc.source.none.fl_str_mv |
Educação e Pesquisa; v. 49 n. contínuo (2023): Educação e pesquisa volume 49 único contínuo ; e250287 Educação e Pesquisa; Vol. 49 No. contínuo (2023): Educação e pesquisa volume 49 único contínuo ; e250287 Educação e Pesquisa; Vol. 49 Núm. contínuo (2023): Educação e pesquisa volume 49 único contínuo ; e250287 1678-4634 1517-9702 reponame:Educação e Pesquisa instname:Universidade de São Paulo (USP) instacron:USP |
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Universidade de São Paulo (USP) |
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Educação e Pesquisa - Universidade de São Paulo (USP) |
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