The evaluation in the elementary school first year curriculum: teachers’ and students’ guidance and the implementation of the literacy anticipation device
DOI:
https://doi.org/10.5212/PraxEduc.v.11i3.0015Abstract
Through the development of a study using ethnographic techniques allied to the Foucauldian discourse analysis, this paper analyzes the effects of evaluation in an elementary school first year curriculum and shows the evaluation logics in action in the curriculum, which gives the evaluation three formats: 1) evaluation to follow the children’s learning process; 2) evaluation of children’s behavior; 3) systemic evaluations. The results revealed that these three types of evaluation, with their different strategies and practices, lead to several different reasoning processes in the curriculum under investigation. The conclusion is that power-knowledge relations are established, guiding students and teachers and helping the implementation and operationalization of the literacy anticipation device.
Keywords: Curriculum. Evaluation. Literacy.
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