About Foucault and the truth: the relations between curriculum and large-scale assessment
DOI:
https://doi.org/10.5212/PraxEduc.v.11i3.0003Abstract
This paper presents results of documental and bibliographical based research, drawn from an analytical-reconstructive methodology whose scope lies in the notion of “truth” in Michel Foucault (1926-1984). We explore its potential as a critical apparatus for the approach of education policies, mainly regarding curriculum and its interface with large-scale assessments. Given this intent, we resort to Foucault’s work and to the debate about truth as a phenomenon situated within the practices and political construction of reality. From this logic, we approach this critical apparatus to the interpretation of education policies, especially those that use qualitative indicators as a mode of legitimation, as well as actions resulting from this legitimation, including school curricula. As a result, we highlight that these large-scale assessments are able to shape the school curriculum, establishing itself as the spokesperson of truth in relation to the societal project in question.
Keywords: Curriculum. Large-scale assessments. Michel Foucault.
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