Sentidos atribuídos à avaliação na produção de política curricular: um estudo a partir da Avaliação Nacional de Alfabetização

Abstract

This research aims to find out the disputed meanings created among the discursive processes of the construction of the curriculum and the evaluation policies based on the National Literacy Assessment (ANA, by its acronym in Portuguese). ANA is an external evaluation policy that has gained prominence in relation with the National Pact of Literacy in the Right Age (PNAIC, by its acronym in Portuguese), being used as a way to gauge the "level" of students who must be literate by the end of the 3rd grade, the year that the literacy cycle closes is the policy design. With the analysis of the ANA documents, the PNAIC discussion emerged between the meanings that have circulated in this network that constitute the evaluation policy as a whole. This analysis allows observing the meanings of evaluation, curriculum, literacy and knowledge that are been disputed, and how they have been articulated in the production of the curricular policy. It stands out the centrality that has been attributed to the ANA, understanding this as a space for struggle and enunciation of meanings that constitutes it as a curricular policy. The dialogue with Stephen Ball (2006) allows understanding the cyclical process of the current educational policies in order to break a vertical reading of these policies. With this understanding, it is assumed that a curricular policy is produced in a cyclical movement, in which there are negotiations and (re)significations, which articulating with Homi Bhabha's Theory (2001) and his discussion on hybridism and negotiation concepts, it allows to observe the movements of this network of meanings. This approach also makes possible the thinking of the cycle of policies in the circulation of meanings, its production as tense political arenas, as a space for negotiations, as disputes, and, therefore, thinking on the evaluation policy as a curricular policy as constituted in the relations within the self/the other. It also allows us to understand the political process as unfinished and not-isolated without a fixed polarization. From this last point, by proposing a structure of the literacy processes, with the objective of evaluating and measuring them, the flow of meanings can be observed in an attempt to homogenize ANA's actions. The meanings that have circulated in the blogs of teachers, where they share experiences, were also taken as sources for this research. On them, it was found that they must train their students for the ANA evaluations , so that the test can be done in the best possible way. I emphasize that the implications of submitting such projects to the pretension of measuring, comparing, evaluating knowledge and establishing learning patterns ends up limiting the pedagogical process