Abstract:
This work shows researches considering the reflections of external assessment in the organization of teachers' work and curricular practices. The consolidation of a national system of exams is perceived as part of the processes in which the democratization of state school is articulated with the production of subalternity. The paper discusses the conception of quality verified in the official policies that attribute to external assessment the power to improve the teaching-learning practices and the bases for purposes definition, processes that are considered legitimate at school and their relations with the production of unequal school results that historically penalize children from subaltern social groups. The quotidian practices put in tension this relationship: public policies goals that are reasonably established by schools in their pedagogical projects and democratization of school education coexisting in the scholar actions in which there is a predominance of training exercises for the exams and the curriculum propositions through standardized and fragmented objectives. The results assessed by the exams read in the light of counter-hegemonic perspectives lead to interrogations about this system and the project that supports it.
Keywords:
assessment; curriculum; scholar quotidian; subalternity