<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2178-2679</journal-id>
<journal-title><![CDATA[Revista Práxis Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Práx. Educ.]]></abbrev-journal-title>
<issn>2178-2679</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual do Sudoeste da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-26792024000100125</article-id>
<article-id pub-id-type="doi">10.22481/praxisedu.v20i51.12894</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A AVALIAÇÃO EDUCACIONAL PERNAMBUCANA: UMA MODERNIZAÇÃO POR MEIO DAS LÓGICAS DA FANTASIA]]></article-title>
<article-title xml:lang="en"><![CDATA[THE PERNAMBUCO EDUCATIONAL EVALUATION: MODERNIZATION THROUGH THE LOGICS OF FANTASY]]></article-title>
<article-title xml:lang="es"><![CDATA[LA EVALUACIÓN EDUCATIVA EN PERNAMBUCO: UNA MODERNIZACIÓN A TRAVÉS DE LAS LÓGICAS DE LA FANTASÍA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Divane Oliveira de Moura]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Almeida]]></surname>
<given-names><![CDATA[Karla Wanessa Carvalho de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cunha]]></surname>
<given-names><![CDATA[Kátia Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Pernambuco  ]]></institution>
<addr-line><![CDATA[Caruaru Pernambuco]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Pernambuco  ]]></institution>
<addr-line><![CDATA[Caruaru Pernambuco]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Pernambuco  ]]></institution>
<addr-line><![CDATA[Caruaru Pernambuco]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>20</volume>
<numero>51</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-26792024000100125&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-26792024000100125&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-26792024000100125&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Este artigo é um recorte de uma pesquisa mais ampla desenvolvida no Laboratório de Pesquisa em Políticas Públicas, Currículo e Docência da Universidade Federal de Pernambuco. Ao compreendermos o campo educacional como campo político, problematizamos a avaliação educacional utilizada pela rede pública pernambucana, ancoradas na ontologia política pós-estruturalista formulada pela Teoria do Discurso de Ernesto Laclau e Chantal Mouffe (2019), com a abordagem proposta por Jason Glynos e David Howarth (2018) no enfoque às lógicas da fantasia, ou fantasmáticas. Neste extrato, temos como objetivo expor as razões precárias e contingenciais pelas quais regimes e práticas avaliativas do sistema educacional pernambucano podem (ou não) se fixar aos sujeitos. Trabalhamos com objetos e condições discursivas que tornam padrões ou rotinas de articulações possíveis, em vistas à hegemonia da avaliação educacional proposta pelo Programa de Modernização da Gestão Pública - Metas para a Educação de Pernambuco. Nossos resultados, apontam a existência de construções discursivas míticas que intencionam uma hegemonia da significação do que vem a ser a função da escola, qualidade do ensino, e construção curricular. O controle ideológico sobre o discurso da avaliação educacional pernambucana, tem oferecido uma narrativa de plenitude, operando na promessa de cobrir a falta constitutiva. No entanto, aquilo que promete suprir é o que reproduz, perpetuando a condição de desejo do sujeito.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: This article is an extract from broader research carried out at the Public Policy, Curriculum and Teaching Research Laboratory at the Federal University of Pernambuco. By understanding the educational field as a political field, we problematize the educational evaluation used by the public school system in Pernambuco, anchored in the post-structuralist political ontology formulated by Ernesto Laclau and Chantal Mouffe (2019) with the approach proposed by Jason Glynos and David Howarth (2018), focusing on the logics of fantasy, or phantasmatic. In this extract, our objective is to expose the precarious and contingent reasons by which evaluative regimes and practices of the Pernambuco educational system, can (or cannot) adhere to individuals. We work with discursive objects and conditions that make standards or routine articulations possible in view of the hegemony of the educational evaluation proposed by the Program for the Modernization of Public Management - Goals for Education in Pernambuco. Our results point to the existence of mythical discursive constructions that intend a hegemony over the meaning of what constitutes the function of the school, quality of teaching, and curricular production. The ideological control over the discourse of Pernambuco's educational evaluation has offered a narrative of plenitude, operating on the promise to cover the constitutive lack. However, what it promises to supply is what it reproduces, perpetuating the subject's condition of desire.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: Este artículo es un recorte de una investigación más amplia realizada en el Laboratorio de Investigación en Políticas Públicas, Currículo y Docencia de la Universidad Federal de Pernambuco. Al comprender el campo educativo como un campo político, problematizamos la evaluación educativa utilizada por la red pública pernambucana, basada en la ontología política postestructuralista formulada por la Teoría del Discurso de Ernesto Laclau y Chantal Mouffe (2019), con el enfoque propuesto por Jason Glynos y David Howarth (2018) centrándose en las lógicas de la fantasia, o fantasmática. En este extracto, nuestro objetivo es exponer las razones precarias y contingentes por las cuales los regímenes y prácticas evaluativas del sistema educativo pernambucano pueden (o no) adherirse a los sujetos. Trabajamos con objetos discursivos y condiciones que hacen posibles estándares o rutinas de articulaciones, en vista de la hegemonía de la evaluación educativa propuesta por el Programa de Modernización de la Gestión Pública - Metas para la Educación de Pernambuco. Nuestros resultados señalan la existencia de construcciones discursivas míticas que pretenden una hegemonía sobre el significado de lo que constituye la función de la escuela, la calidad de la enseñanza y la producción curricular. El control ideológico sobre el discurso de la evaluación educativa en Pernambuco ha ofrecido una narrativa de plenitud, operando en la promesa de cubrir la falta constitutiva. Sin embargo, lo que promete suministrar es lo que reproduce, perpetuando la condición de deseo del sujeto.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[avaliação educacional]]></kwd>
<kwd lng="pt"><![CDATA[fantasias do inconsciente]]></kwd>
<kwd lng="pt"><![CDATA[ideologia]]></kwd>
<kwd lng="pt"><![CDATA[teoria do discurso pós-estrutural]]></kwd>
<kwd lng="en"><![CDATA[educational evaluation]]></kwd>
<kwd lng="en"><![CDATA[unconscious fantasies]]></kwd>
<kwd lng="en"><![CDATA[ideology]]></kwd>
<kwd lng="en"><![CDATA[poststructural discourse theory]]></kwd>
<kwd lng="es"><![CDATA[evaluación educativa]]></kwd>
<kwd lng="es"><![CDATA[fantasías inconscientes]]></kwd>
<kwd lng="es"><![CDATA[ideología]]></kwd>
<kwd lng="es"><![CDATA[teoría del discurso postestructural]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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