Da hora do desespero ao aluno guloseima: uma análise das práticas avaliativas a partir dos efeitos e das relações tecidas no cotidiano escolar

Abstract

This thesis analyzes assessment practices based on the effects and relations pro-duced in the school daily life. The research adopts the tools of Institutional Analysis and intervention research in order to propose strangeness and denaturalization with regard to school assessment. The work focuses on analyzer devices, such as mem-ories and personal records of experiences as a teacher and pedagogue, a documen-tary about the exam week produced by students in a school, in addition to interviews with teachers, multidisciplinary team, and students. From these analyzers, the thesis develops an articulatory system with intercessors from different research fields to think on assessment as a social practice and, therefore, a political and pedagogical action, being an important device in the production of subjectivities. Thus, the thesis highlights contributions by Gimeno Sacristán, Maria Teresa Esteban, Claudia Fer-nandes, Domingos Fernandes and Luiz Carlos de Freitas on the relevance of as-sessment within the pedagogical dynamics, its relation to the production of educa-tional failure/success and to processes of social inclusion/exclusion. Additionally, the research highlights authors who, historically, presented important elements about the construction of the exam, such as Michel Foucault, Ángel Díaz Barriga, Reinaldo Fleuri e Almerindo Janela Afonso, thus questioning through these de-bates the neoliberal policies approach and to the notion of Evaluative State. By highlighting the sufferings experienced by students, it is possible to perceive the homogenizing process that structures the perspective of an assessment that focus-es on classification, hierarchization and conformation of times and spaces, in which disciplinary mechanisms are reinforced. The documentary and interviews allow to highlight the exam week and the underlying assessment logic, which produces ef-fects such as the idea of the “candy-student”. Through the notions of production of subjectivities and implication analysis, and fueled by everyday insurgencies, the research bets on school as a possibility for other encounters, producing the amplifi-cation of dialogues aiming at (re)inventing assessment, supported by its possibilities of creating existences and other worlds. In this sense, the research presented is af-filiated with the (trans)formation of the school as a plural, solidary and, in fact, dem-ocratic spacetime.