Abstract

GABRIEL, Carmen Teresa  and  MARTINS, Marcus Leona rdo Bomfim. ASSESSMENT POLICIES AND TEACHER’S SUBJECTIVATION: A POST-FOUNDATIONAL CURRICULAR ANALYSIS. Revista Teias [online]. 2018, vol.19, n.54, pp.226-243.  Epub Sep 05, 2021. ISSN 1982-0305.  https://doi.org/10.12957/teias.2018.36308.

This present text aims to analyze the teacher’s subjectivation processes occurred in the contemporary assessment policies, through the theoretical contributions of the current curricular studies, particularly those originated from the dialogue between such field with the discourse theory in the post-foundational perspective. In our study, we assume the effects of an ontological turn in the production of a social political reading, in order to significate the teaching as a field of professional structuring that occupies a subaltern position in the knowledge hierarchy and the assessment policies as a fertile location to sustain such argument. Our defense consists in affirming that the valuation of this professional culture implies, as well, in the problematization of the relation with the knowledge stablished by subject-teacher, in the face of policies involved directly with the objectivated knowledge to be taught in the basic education. The analyze emphasizes that the teacher’s subjectivation processes and the possibilities of subversion or displacement of the subalternity position imply in the articulation stablished with the processes of objectivation of the evaluated and allowed knowledge.

Keywords : Assessment policies; curriculum, school knowledge. Teaching subjectivation; Ontological turn.

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