A política de avaliação em larga escala e as suas possíveis influências na matemática do ensino médio, um estudo do currículo na ação

Abstract

This paper aimed to understand the discursive chain of different educational actors in the process of ideological diffusion that establishes links between SAEPE indices and educational quality. The discursive cut was composed of five educational actors with different functions, from the state assessment manager to the conducting mathematics teacher. They answered four questions from a semi-structured interview with questions related to that assessment system. The analysis of the speeches was based on the Fairclough ACD and confronted with the curriculum in action (Sacristán) of two didactic units of a High School Mathematics class. Theoretically, our study draws on Ball's educational policy studies, the relationship between Apple's ideology and curriculum, and the contributions of other leading authors. For the analysis of the curriculum in action, a mandala composed of multiple constraints of educational practice was elaborated, circumscribed by the interlocution of three aspects of school life (school, knowledge and educator) and contained in the intermediate institution of education that, in turn, belongs to central institution of education. The observations of the didactic sequences, recorded in the field diary, were analyzed from the integration of their conditions and translated into comparative tables of the official curriculum with the curriculum in action and graphs of the distribution of classes by activities. We find that the discourse of the educational actors, although subjective, reveals traces of the functions occupied by them. The closer to the central institution of education, the greater the alignment of the subject with the evaluation policy. In the curriculum in action, the conducting teacher presents traces of a counter-hegemonic discourse in relation to SAEPE policy, but external orientations aimed at improving the evaluation indexes are present in his practice. Fact observed in the explanation of contents of the SAEPE matrix in detriment of the approach of contents suggested by the official curriculum.