PRESENTATION OF THE DOSSIER: CURRICULUM, ASSESSMENT AND SCHOOLS

tensions between standards and 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.