EDUCATION, EVALUATION AND PERFORMATIVITY

effects on curricula, everyday and teacher subjectivity

Abstract

The article starts from the perspective that schools are spaces for the outpouring of knowledge, meanings and affections that intend hegemony in the production of evaluation policies that exclude the curricula produced by thinking practitioners in everyday life in/from schools; they try to nullify their life context, using evaluative indicators to achieve goals and performance to validate teaching practice. It shares how the normative influence, between the National Common Curricular Base (BNCC, 2017) and evaluation policies, permeates teaching, curricula and daily life at/in the school. More specifically, it argues about attempts to centralize and unify curricula and teaching practice. I highlight the inventive force of creation and curricular experiences that permeates the school, where there is life and production beyond what is considered competence and ability, by evaluation policies. Managerialism and performativity are the main technologies discussed in research involving the themes: evaluation policy, large-scale evaluations, teacher training, curricula, daily life and education and, with these aspects together with the theoretical-methodological contribution of Ball (2012) , Macedo (2014), Alves (2012), Carvalho (2013) and Foucault (1977) we aim to shift thoughts and compose other possibilities for study and research, as only the strength of the collective can destabilize attempts at rigidity in the school space.