APRESENTAÇÃO DO DOSSIÊ: CURRICULO, AVALIAÇÃO E ESCOLAS: tensionamentos entre a norma e a performatividade

Phelipe Florez Rodrigues; Guilherme Pereira Stribel; Dafne Gonzáles Sólis

doi:10.15687/rec.v17i1.70044

PRESENTATION OF THE DOSSIER: CURRICULUM, ASSESSMENT AND SCHOOLS

tensions between standards and performativity

Authors

Phelipe Florez Rodrigues State University of Rio de Janeiro, Brazil. https://orcid.org/0000-0003-0245-9475
Guilherme Pereira Stribel Estácio de Sá University, Brazil. https://orcid.org/0000-0002-5633-4670
Dafne Gonzáles Sólis Universidad Del Valle de México, Mexico. https://orcid.org/0000-0002-7162-959X

DOI:

https://doi.org/10.15687/rec.v17i1.70044

Keywords:

Curriculum, Assessment, Performativity

Abstract

In the context of strengthening the prescriptive and normative character of curricular policies, highlighting the context of the National Common Curricular Base – BNCC, the dossier presented in this article “CURRICULUM, EVALUATION AND SCHOOLS: tensions between the norm and performativity” constitutes an opportunity to problematize the relationship between curriculum and pedagogical practice. Based on the partnership between the Brazilian Curriculum Association and Revista Espaço do Currículo this dossier focuses on the relationship between curriculum and assessments. Composed of nineteen articles, eleven of which are specific to this dossier and another eight derived from continuous demand from the magazine, the works articulate the proposed discussion with different theoretical perspectives and different objects of analysis. The aim of this text is to present the authors and the main ideas developed in each work as a way of calling into debate the subjects who are affected in different ways in the political paths that are forged at the interface between politics and curricular thinking and assessment policies.

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Author Biographies

Phelipe Florez Rodrigues, State University of Rio de Janeiro, Brazil.

PhD in Education from the State University of Rio de Janeiro. Professor at the State University of Rio de Janeiro.

Guilherme Pereira Stribel, Estácio de Sá University, Brazil.

PhD in Education from the State University of Rio de Janeiro. Professor at Estácio de Sá University and the Municipal Department of Education of Teresópolis/RJ.

Dafne Gonzáles Sólis, Universidad Del Valle de México, Mexico.

Master in Education from the State University of Rio de Janeiro. National Director of Programs at Universidad Del Valle de México.

References

LOPES, Alice Casimiro. Por um currículo sem fundamentos. Linhas Críticas, v. 21, p. 445- 466, 2015.

MACEDO, Elizabeth. Base Nacional Comum para Currículos: direitos de aprendizagem e desenvolvimento para quem?. Educação e sociedade, v. 36, p. 891-908, 2015.

RODRIGUES, Phelipe Florez; COSTA, Hugo Heleno Camilo. Qual currículo e a BNCC? Revista Linguagem, Educação e Sociedade - LES, v. 26, n. 52 2022.

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Published

2024-04-30

How to Cite

RODRIGUES, Phelipe Florez; STRIBEL, Guilherme Pereira; SÓLIS, Dafne Gonzáles. PRESENTATION OF THE DOSSIER: CURRICULUM, ASSESSMENT AND SCHOOLS: tensions between standards and performativity. Revista Espaço do Currículo, [S. l.], v. 17, n. 1, p. e70044, 2024. DOI: 10.15687/rec.v17i1.70044. Disponível em: https://periodicos.ufpb.br/index.php/rec/article/view/70044. Acesso em: 23 oct. 2026.

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Issue

Vol. 17 No. 1 (2024): RESUME, EVALUATION, AND SCHOOLS: tensions between norm and performativity [Continuous Stream Publishing]

Section

Presentation

License

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