Discursos em disputa: os sentidos de avaliação no ensino fundamental do município de Macaé

Abstract

The purpose of this dissertation is the large - scale evaluation of the federal government called ANA (National Literacy Assessment) and the municipal denominated AMA - (Macanese Literacy Assessment). The main objective is to analyze the meanings of evaluation produced by 1st, 2nd and 3rd years of primary education in the municipality of Macaé / State of Rio de Janeiro. The study is guided by the theoretical-methodological contributions of the Discourse Theory proposed by Ernesto Laclau and Chantal Mouffe, seeking to problematize essentialist perspectives of curriculum and evaluation. He argues that the discourse of teachers investigated on evaluation is not based on a full representation of an assessment basis given a priori, but constitutes the political struggle to hegemonize an evaluation model meaning as a way to reach the quality of education. External evaluations are produced in the contingent and temporary articulations that are formed around the conflicts, struggles and demands in the production of curriculum policies in the school space, constructing meanings of evaluation in the contingency. The empirical body of the research is composed of semi-structured interviews with teachers chosen during the daily observation of schools in the region and others that the direction of the schools indicated. I also analyzed official SEMED / Macaé documents about the AMA, copies of the evaluation instruments and information extracted from the Macaé municipal government website and the Coordinations that formulate and follow the tests in the municipality. The investigations indicated that the ANA and AMA are signified by the teachers as external evaluations with no diagnostic characteristic. The term teacher autonomy is a central point of contention