O exame na produção de políticas curriculares: a avaliação contextualizada

Abstract

This research intends to analyse the exam evaluation model change that occurred in Rio de Janeiro State University at the year 2000, which is considered the hegemonic parameter for ingress in its graduate courses. We undestand this exam as a potent curriculum text to produce meanings to curriculum policy for high school. We analysed the meanings circulation which occurs beyond distinct instances where there are discursives challenges - globals, governamentals or locals - for legitimate institucional policy proposes. We identified that the curriculum organizied in knowledge areas, the competences and habilities evaluation, contextualization and the interdisciplinarity as global discursives traces reinterpretated by local policies. We exam the meaning displacements and condensations present at institucional policies whose represent material and simbolic deals as results from challenges that compete in the construction curriculum policies process through multiples contexts. We dialogue about evaluation and curriculum policies with Stephen Ball and Díaz Barriga to take basis for our arguments. We consider the theoretical perspective from the cultural studies, especially Stuart Hall, to analyse the processes of meanings reappropriations that occurs beyond discursives instances