MEANINGS OF CURRICULUM-EVALUATION

from stability to discursive contingency

Abstract

This study is part of the field of curricular-evaluative issues and takes educational evaluation as the object of discussion. Thus, this text develops reflections on the multiple discursive threads that, at different socio-historical moments, have constituted the ways of conceiving, signifying and weaving evaluation. In light of post-structural theoretical contributions, we discuss here the discursive intertwinings that constitute the processes of signification of evaluation, problematizing the stabilities and contingencies that build such practice. The reflections woven here allowed us to highlight the movements of expressive meanings of (de)sedimentation of discourses still very crystallized about evaluation. Thus, we identified the recurrence of signifiers (classification, control and regulation) that build traditions historically rooted in the educational field. However, in the face of broader movements to reconstruct the meaning of school and redefine social practices, we highlight the impossibility of constituting a discursive plenitude that puts an end to the language games surrounding assessment.