Monitoramento da aprendizagem: um discurso articulador de demandas

Abstract

This thesis is part of a post-structural perspective, referenced by the discourse theory of Ernesto Laclau and Chantal Mouffe (2015) and by authors who incorporate notions of this theory into the discussion on policy, curriculum, evaluation, and teaching. Its objective is to interpret the emergency conditions that enable the hegemony of learning monitoring as control of the school curriculum in elementary education. For this, I investigate the PNE and UNESCO Monitoring Reports (2014-2024). I defend these Reports as discourses in dispute in the field of discursivity that produce meanings for education and its actors, while directly influencing public and curricular policies based on diagnoses that portray a given socially constructed reality. Based on this analysis, the aforementioned discourses are made up of sedimented traces of traditions and hegemonized conceptions that reiterate the idea of the need for systemic monitoring of the progress of educational indicators to achieve objectives and goals that seek to fill a gap. In this context, content selected by prestigious disciplines focuses on learning measured by assessments, the results of which correspond to the desired educational quality. I emphasize that such projections and the promise of leaving no one behind (UNESCO, 2018; 2020; 2023) cannot be fulfilled due to the impossibility of the ultimate closure of meaning. I argue that universalizing productions disregard the power relations and contingencies that inhabit the social, thus creating identities for the subjects and operating as an attempt to control the school curriculum, teacher training and what is done in education. In this sense, I translate learning monitoring as displaced thanks to the opening of the social and different demands articulated to ensure the right to an inclusive, equitable and quality education, which promotes lifelong learning opportunities for all (UN, 2015). It is forged in this idea of necessity, reiterating meanings that as part of a social and universal project, it goes beyond the orientation of curricular policies that value educational quality. In time, I suspend the stabilized meanings of learning monitoring to expand the chain around its meaning and propose another reading through the discursive path that is always provisional, temporary and contingent.