Os discursos educacional e pedagogico da avaliação emancipatoria : conflitos e contrapontos

AUTOR(ES)
DATA DE PUBLICAÇÃO

2001

RESUMO

This dissertation aims to contribute, although modestly,to a new order in the evaluation discourse mainly in what is concerned with the issue of the discourse about/in evaluation at schools. Our hypothesis is that althought the educational discourse about the empowering evaluation circulates in the institution locus of our research as a true regimen, the discursive practices of classroom, specifically the discursive practices of the evaluation, do not reflect this discourse. To verify our hypothesis, we analyzed the text entitled Sistemática de Avaliação and the texts produced in the interactions carried in Portuguese Language classes of the Primary School, based on the French perspective to Discourse Analysis. The analysis showed us that, in relation to the educational discourse about the evaluation, argumentative strategies are put in action for the porpose of legitimating the conception of empowering evaluation and promoting consensus in the school community concerning this conception. The pedagogical discourse of evaluation, however, through optic-enunciative mechanisms, keeps the individual of the discipline as a subject. It was seen, yet, that the teacher, by means of the exacerbation of a policy of affection, cohibits the participation of the student as a enunciating subject. We finally consider that, in a system where classes are transformed in a cerimony of objectification in order to the student be evaluated, the teacher s focus is not in the evaluation of the teaching-Iearning process, but in the evaluation of micro-products.

ASSUNTO(S)

analise do discurso lingua materna - avaliação linguagem

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