Curriculum and evaluation: Discourses that mean the curriculum in the state context of Mato Grosso

Abstract

This work problematizes the relation established between curriculum and avaliation, after the approbation of the National Common Curricular Base, hereinafter BNCC, show up the effects of meaning on pedagogical practice and its organization/prescription at the state level. We emphasize that this relation, in the context of Mato Grosso, suppose the character of a structure for verification/validation of teacher and student performativity. The present labor advantage the discursive comprehension of Curriculum, developed by Lopes (2018, 2019), which conceives speech as a structuring of the social. It points to the need to negotiate meanings about educational projects as a decisive element for Democracy, thus destabilizing the discourse produced on the themes presented. The study was developed with the strategic theoretical support of the Political Theory of Discourse (LACLAU, 2011, 2013). For the thematic discussion, it uses Ball (1990, 2010) to understanding the notion of performativity and problematization of the meanings of political influence; Vieira and Hypolito (2013); Diaz-Barriga (2018), authors that contribute to the destabilization of discourses on evaluation within the scope of curricular politics. It is identified from the BNCC hard investment in curricular structuring actions by way of local programs for measuring learning proficiency, especially in the context of literacy. This result of meaning caused by the BNCC highlights the language of outside evaluation, suppose to be local, of competition and meritocratic logic that corroborate stereotyped identity projections about teaching and learning, and about being a student in the context of Mato Grosso.