Avaliação em larga escala e a objetivação da qualidade educacional: controvérsias em torno da fabricação discursiva da qualidade na educação básica

Abstract

This study aims, based on the analysis of the discourse inspirate in Foucault, to reflect on the construction of the notion of "educational quality"in its predominant form in contemporary discourse - that refers to performance in standardized external evaluations, and to problematize the political and epistemic inscription of this principle of evaluation of the Brazilian Education, through the Index of development of Basic Education (in portuguese, Índice de desenvolvimento da Educação Básica – Ideb). This work was structured in the following way: firstly, an introduction that launches the central premises of the study, such as its motivations, its objectives, its theoretical and methodological options, followed by the first chapter, which brings to the debate the notions historically situateds about what could be conceived as "quality" in the educational field, thus denaturalizing the object in question. The second chapter reviews notions of Michel Foucault, author who theoretically and methodologically bases the present study, presenting the concepts operated in the analysis performed. The third chapter is dedicated to the description of political-discursive phenomena that are contemporary to the notion of educational quality that is here problematized, thus reconstructing the discourses and practices that guarantee their conditions of existence. The fourth chapter analyzes the discourses issued by the National Institute of Educational Studies and Research Anísio Teixeira (INEP), concerning Ideb, a numerical quality indicator that synthesizes results in external evaluations and school performance, and whose numbers allow a performatic treatment of the data , which supportthe predominant way of conceiving quality in contemporary educational discourse. As a possible counterpoint to the official perspective, brazilians scholarly articles published between 2005 and 2015 are analyzed, these being considered as belonging to another place of enunciation: the academy. From this double analysis, one can perceive the fragility of the quality conception enunciated by the official discourse; however, it operate mechanisms of objectification of the significant "quality", materializing it numerically and making it the central axis of a big movement of disciplinary and governamentality of the school actions. The academy, in turn, triggers a series of oppositions and propositions divergent from the official discourse, however, is not able of articulating a strategy capable of subverting the hegemonic model, and which contemplate some politically powerful way of objectifying alternative ways of conceiving quality educational. It is concluded, therefore, that educational quality is an object belonging to the discourse, and that its materialization is instituted from this scope, being printed in the real by the construction of devices that operate effects ofpower, knowledge and subjectivation, as the evaluations in wide scale and its discursive and practical implications.