Escola outra sem outra escola: política de avaliação em larga escala e o fazer escola em devirresistência

Abstract

This thesis consists of a thought, research, and writing rehearsal conducted in the Graduate Program in Education at the Federal University of Santa Maria (PPGE/UFSM), in the Research Line Special Education, Inclusion and Difference. The problematization “how does large-scale assessment create and invent a school-making to be constantly disputed in a becoming-school?” enabled, from the research materiality, consisting of school and official documents, and the transcription of conversations with fellow teachers, to comprehend how it would be possible to find a space of becoming for the school between a large-scale assessment policy and the resistance in the school environment. The path of this comprehension involved analyzing how large-scale assessment processes, instruments of neoliberal matrix in education, produce managerial ways of organization and functioning of the school; identifying movements produced in the school for the maintenance and rupture of regulation and managerialism that, as a result, constitute along the large-scale assessment processes and understanding possible effects, movements and resistances towards regulation and performativity culture projected by large-scale assessments in order to conceive another-school making in the present. The first moment of the thesis focused in the discourse analysis of the educational policies, which, as regulatory frameworks along records from large-scale assessments, end up creating managerial devices that deal with a school-making in which large-scale assessment consists of a useful tool for the State and for the neoliberal matrix, starting to tame the school as an institution that operates in a performativity model. In the second moment of the thesis, a conversation was established with an action plan and teachers from a municipal school in the city of Santa Maria, aiming at finding another-school making, taking as inspiration the notion of becoming-resistance. Thus, it is argued in this thesis that there are ways of school-making, some resulting from managerialism and the regulation produced from from rates and indicators gestated by a large-scale assessment policy, and others emerging as becoming-resistance, i.e., ways of conceiving and making another school in the same school.