Avaliação como espaço de dissenso: traduções possíveis na política curricular da Secretaria Municipal de Educação do Rio de Janeiro

Abstract

This dissertation investigates the interrelated movements of the evaluation and of the curriculum policy in the Municipal Secretariat of Education of Rio de Janeiro (SME/RJ), discussing the introduction of some strategies as bimonthly tests, production of teaching materials, among other evaluation methods in the SME that bring new directions for curriculum production. From the analysis of curriculum documents that guide this policy on procedures and concepts of evaluation, this study aimed to better understand the meaning displacements of evaluation, as a strategy of legitimization of the knowledge and practices, as well as the analysis of the meanings of the educational project which was assumed by the municipality of Rio de Janeiro. Funded in the discussions of Ball (1992), I turn to the Policy Cycle as an analytical model to understand the articulating process among political spheres. I conceive this relationship between curriculum and assessment as a place of trading, conflicts and disputes, in which I analyze the meanings of a standardized assessment practice linked to curricular production. I argument that this policy has created a hegemonic consensus regarding the evaluation as technical competence, from the reversal of the sense of quality, translated in the political text discourse. Therefore, the evaluation context is established to the school, based on a curriculum policy that creates a central role in the assessment as a regulatory device of the student and of the teacher's work, in which the curriculum and assessment represent the exact place of dispute.