Sentidos de avaliação enunciados por docentes da educação de jovens e adultos em suas produções curriculares

Abstract

The main objective of this thesis was to investigate the meanings of pedagogical assessment enunciated by EJA teachers when articulating these practices to their curriculum productions. Considering that the modality is a politically disputed field, whose ways of meaning it carry meanings of subject, world and society that inspire the curriculum productions of teachers, I assume that their assessments are articulated to such objectives. To understand these movements, I appropriate of the contributions of Jacques Derrida's deconstructivist thought, Ernesto Laclau and Chantal Mouffe's Theory of Discourse, and discussions of studies in the field of curriculum with discursive inscription that perceive curriculum policies and thinking as articulated discourses in disputes over power of meaning. The investigation begins with the bibliographic survey divided into the following stages: (i) research that aimed to investigate the articulation between pedagogical assessment and EJA; (ii) references to the works presented in the last five annual meetings of Anped (2013-2021) about assessment , in order to verify authors considered seminal in the field, whose studies have been contributed to the reflection of teachers on assessment; (ii) official Brazilian, ENEJAs and Unesco documents on EJA that produce meanings in the field. In the analysis of these documents, three prominent meanings were identified: EJA as popular education, EJA as supplementary education and EJA as lifelong education. The empirical part of the research was divided into two stages: in the first one, treated as an exploratory research, an online questionnaire was used for initial contact with teachers and their positions on curriculum and assessment in EJA. The second stage dealt with the narrative interviews of autobiographical inspiration, in which it was possible to compare the answers of the questionnaire to the positions assumed by the teachers to assessment in the modality. The analysis of the interviews focused on understanding: (i) the relationship established between teachers and teaching in EJA; (ii) how the curriculum produced in EJA and the signifiers of the modality that emerged in these discourses narrate; (iii) the organization of pedagogical assessment in their contexts, interpreting which functions of pedagogical assessment were privileged in their narratives. Autobiographically inspired work does not center individual experiences as foundations of truth. The narration of what is experienced is neither individuality nor total estrangement: it carries traces of meaning that give clues about the meanings that we articulate in decision-making and in the activation of the subjective notion of justice. The signifiers EJA as popular education, EJA as supplementary education and EJA as lifelong education appear hybridized in the teaching narratives. However, the significant EJA as popular education is more prominent in the discourses defending curriculum aligned with emancipation, citizenship, critical thinking and a dialogical relationship between students and teachers based on the references of educator Paulo Freire. In this context, they enunciate meanings of the formative function of pedagogical assessment, trying to move away from classifying evaluative practices. I conclude that the meanings of assessment are discursively produced, carrying marks of tensions between the meanings they attribute to EJA, articulated to the world and society projects assumed, but also with the traces of schooling traditions, without being able to be treated as a transposition of contexts of children and youth for the contexts of EJA.