<?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>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022023000100626</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634202349250287por</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A controvérsia sobre avaliações em larga escala no Brasil: continuum argumentativo]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ribeiro]]></surname>
<given-names><![CDATA[Renato Melo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sousa]]></surname>
<given-names><![CDATA[Sandra Zákia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Faculdade de Educação da Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>49</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022023000100626&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022023000100626&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022023000100626&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo apresenta uma sistematização e análise do debate acadêmico acerca de avaliações em larga escala no Brasil, sob a forma de um continuum argumentativo. O objetivo é sintetizar o embate discursivo no campo da avaliação da escola básica em zonas argumentativas &#8211; apoio incondicional, apoio crítico, recusa propositiva e recusa categórica &#8211; que são gradações de um continuum com diferentes graus de apoio e recusa às avaliações em larga escala. Da perspectiva deste trabalho, o embate ideológico entre dois discursos-fonte (ou discursos-geradores) &#8211; o discurso economicista e o discurso crítico &#8211; gerou ao longo do tempo esses quatro posicionamentos político-educacionais. Metodologicamente, a apreciação dos discursos gravitantes da temática orientou-se pela noção de polifonia (BAKHTIN, 2005; MAINGUENEAU, 2002), ou seja, pelo esforço de abordar, de forma simultânea e equipolente, diferentes vozes que se pronunciaram em relação à controvérsia em tela &#8211; um recorte de um conjunto mais amplo de discursos acadêmicos que circulam no país. Ao evidenciar que o debate a respeito da avaliação externa da escola básica no país não se resume à simples polarização entre proponentes e opositores, acredita-se que tal continuum argumentativo &#8211; construído com base em produções de autores nacionais &#8211; constitui uma síntese (possível) da controvérsia acerca de avaliações em larga escala no Brasil, mimetizando em abstrata miniatura uma realidade heterogênea e complexa de lutas discursivas concretas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article presents a systematization and analysis of the academic debate concerning large-scale assessments in Brazil, under an argumentative continuum. The goal is to synthesize the discursive conflict within the field of assessment in elementary school in argumentative zones &#8211; unconditional support, critical support, propositive denial and categorical denial &#8211; which are the gradations of a continuum with different degrees of support and denial of large-scale assessments. From the perspective of this research, the ideological conflict between two source-discourses (or generator discourses) &#8211; economic discourse and critical discourse &#8211; have generated four political-educational placements throughout time. Methodologically, the analysis of discourses influenced by the theme was based on the notion of polyphony (BAKHTIN, 2005; MAINGUENEAU, 2002), that is, by the effort to approach simultaneously and equipollent different voices that have stated in relation to the controversy being discussed &#8211; an excerpt of a broader academic discourse circulates in the country. By showing that the debate concerning external evaluation in elementary school in the country is not strict to the mere polarization between proponents and opponents, it is believed that such argumentative continuum &#8211; built on the bases of production of national authors &#8211; constitutes (possible) syntheses to the controversy about large scale assessments in Brazil, forming an abstract miniature of a complex and heterogeneous reality of concrete discursive struggles.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Avaliação educacional]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação em larga escala]]></kwd>
<kwd lng="pt"><![CDATA[Polifonia]]></kwd>
<kwd lng="pt"><![CDATA[Controvérsia educacional]]></kwd>
<kwd lng="en"><![CDATA[Educational evaluation]]></kwd>
<kwd lng="en"><![CDATA[Large-scale assessment]]></kwd>
<kwd lng="en"><![CDATA[Polyphony]]></kwd>
<kwd lng="en"><![CDATA[Educational controversy]]></kwd>
</kwd-group>
</article-meta>
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