School historical knowledge: fixation of meanings from an evaluation policy in Rio de Janeiro
DOI:
https://doi.org/10.5212/PraxEduc.v.11i3.0010Abstract
The purpose of this paper is to problematize the dispute over the fixation of meanings of school historical knowledge in Saerjinho - the evaluative instrument that makes up the evaluation system of the network in Rio de Janeiro. Conceiving the curriculum as signification practice and attribution of meaning and evaluation as a policy and curricular practice, information provided by the website of the Department of Education was analyzed, as were questions of History exams and semi-structured interviews with teachers of this discipline, from a discursive epistemic posture in the post-foundational agenda that understands the production of meaning as a political act. The analysis showed that there are disputes not over what the set historical knowledge consists of, but over who has the right to establish such knowledge within the evaluative instrument.
Keywords: Curriculum. Evaluation. School historical knowledge.
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