Abstract

COSTA, Patrícia Silveira da. “Eu não consigo pensar”: o que as provas representam para alunos e professores?. Educ. Puc. [online]. 2008, n.25, pp.67-74. ISSN 1519-3993.

This study aimed at both knowing representations that students and teachers have of school examinations and understanding the power relations that have been established through this evaluation instrument. The qualitative research involved students and teachers in early grades of elementary school in a public school in Porto Alegre/RS who answered two specific questionnaires with open questions. The reading of information that enabled the construction of the analysis units was supported by the notions of power, discipline, and cultural representation, inspired in the post- structuralist perspective on education, as well as in authors such as Michel Foucault, Alfredo Veiga- Neto and Tomaz Tadeu da Silva. The analysis allowed for the understanding that, even after almost three decades of studies and researches on the necessity for considering the process undertaken by students to construct their learning when they are evaluated, we still find recurring representations: an emphasis on the final result, quantified through grades; knowledge is a priority in the examinations, so that the student can be approved; examinations are a means to control students’ conducts.

Keywords : School Examinations; Disciplining; Cultural Representation.

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