POLÍTICAS DE AVALIAÇÃO EM LARGA ESCALA E EDUCAÇÃO MATEMÁTICA – ALGUMAS CONSIDERAÇÕES SOBRE O CONTEXTO DE CENTRALIZAÇÃO CURRICULAR NO BRASIL

Abstract

From a post-structural and discursive perspective, I analyze the meanings of quality that are negotiated and disputed in the context of curricular centralization (BNCC) and large-scale assessment. This analysis took into account the actions of the political actors involved in the BNCC design process, especially those who constituted the so-called “Movement for the Base”. The work was guided by a documentary analysis of the BNCC and other normative texts that support it. I focus on the documentary approach to the BNCC on the final years of elementary school. This analysis was carried out with the support of articles that discuss the meanings of quality and the intentions underlying curricular texts. I argue that the presentation and discussion of the meanings of quality of education present in the BNCC, seen here as a political text, intend to create the subjectivities of the 21st century, the world of work and society in constant transformation mediated, above all, by advances in technology digital. I also analyze the possible impacts of the curricular reform promoted by BNCC in relation to Mathematics Teaching. I conclude that curricular centralization and external evaluation are political technologies used to guarantee the interests of political groups, especially those that make up the Movimento pela Base, mobilizing, through the demand for the quality of education and the rights of learning, the ideologized efficiency of education public, discourse to be hegemonized and supported by common sense and supported by the need for “quality”.

Keywords: Large-scale assessment. Curricular centralization. BNCC. Quality of Education. Teaching Mathematics.