Avaliação da aprendizagem escolar: constituindo diferentes posições de sujeito no currículo escolar

Abstract

Evaluation has always been a complex theme for teachers because there are determining subjective questions in the point of view of those who evaluate and those who are evaluated at school. There are also relations of knowledge-power that define the positions of learning for scholar subjects. This paper proposes to problematize discourses that are present in the speeches of teachers who are either working or taking a teaching graduation course, who are determining distinct positions for the subjects of the process of learning, with their school learning evaluation of the students. Cultural Studies and Post-Structuralist Studies in Education oriented the investigation. With the technique of group discussion, data were collected in the speech of the teachers who integrated a group of eight people. Concepts of discourse and evaluation were our methodological tools. Using the recorrence of statements seen in the material, we had three unities of analysis, which permitted us to conclude that: the result of learning