Performatividade e inclusão no movimento todos pela educação

Abstract

This thesis has aimed to analyze the movement known as Everyone for Education, in an attempt to understand its conditions of provenience and emergence, as well as its effects on the present Brazilian education scenario. The movement appeared in 2006 as an initiative by the civil society and was idealized by a group of businessmen aiming at contributing to improve the quality of education in Brazil. The research materials have comprised eight publications by the movement, such as handbooks that publicize its actions, and reports monitoring its goals. By means of an investigative genealogic approach grounded on Michel Foucault’s studies, this thesis has shown that discourses that have constructed the great truth of Education for All, aligned with discourses that have instituted the need for educational reform, have provided the conditions for the provenience of movements such as Everyone for Education. The research has also analyzed the emergence of the movement in the present political scenario, considering its implications. Performativity has been perceived as one of the main effects of the movement on the present Brazilian educational scenario, in the sense that Stephen Ball has attributed to it. From such evidence, the research has analyzed the following issues: when the notion of performativity emerged; the effects produced on the practices that have engendered it; how performativity has operated in Everyone for Education; and its effects on the educational field. The study has evidenced that performativity is central in the Everyone for Education movement and has been articulated with the concepts of inclusion and learning. In order to operate, performativity has required a process of reconfiguration of learning as performance. The relation of performativity to inclusion, in turn, is more complex and has constituted a paradox. While inclusion of everyone is a non negotiable condition in a school system grounded on performativity requirements, the allegedly "included" threaten school performativity, since their performances in large-scale evaluations are seldom regarded as satisfactory to achieve the goals established by a school that takes performativity as productivity in education.