<?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>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052018000300226</article-id>
<article-id pub-id-type="doi">10.12957/teias.2018.36308</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[POLÍTICAS DE AVALIAÇÃO E SUBJETIVAÇÃO DOCENTE: UMA ANÁLISE CURRICULAR PÓS-FUNDACIONAL]]></article-title>
<article-title xml:lang="en"><![CDATA[ASSESSMENT POLICIES AND TEACHER&#8217;S SUBJECTIVATION: A POST-FOUNDATIONAL CURRICULAR ANALYSIS]]></article-title>
<article-title xml:lang="es"><![CDATA[POLÍTICAS DE EVALUACIÓN Y SUBJETIVACIÓN DOCENTE: UN ANÁLISIS CURRICULAR POST-FUNDACIONAL]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gabriel]]></surname>
<given-names><![CDATA[Carmen Teresa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martins]]></surname>
<given-names><![CDATA[Marcus Leona rdo Bomfim]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,UFRJ Faculdade de Educação Programa de Pós-Graduação em Educação]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,UFRJ PPGE ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2018</year>
</pub-date>
<volume>19</volume>
<numero>54</numero>
<fpage>226</fpage>
<lpage>243</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052018000300226&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052018000300226&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052018000300226&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O presente texto tem por objetivo analisar processos de subjetivação docente em meio às políticas de avaliação em nossa contemporaneidade a partir das contribuições teóricas dos estudos curriculares mais recentes, em particular aqueles oriundos do estreitamento do diálogo deste campo com as teorizações do discurso na pauta pós-fundacional. Neste exercício teórico, assumindo os efeitos da virada ontológica na produção de uma leitura política do social, significamos a docência como um campo de estruturação profissional que ocupa um lugar subalterno no sistema hierarquizado de saberes e o conjunto de políticas de avaliação como um terreno fértil para sustentar esse argumento. A aposta aqui defendida consiste em afirmar que a valorização dessa cultura profissional implica também na problematização da relação com o conhecimento estabelecida pelo sujeito-docente face às políticas envolvendo diretamente o conhecimento objetivado para ser ensinado na educação básica. A análise sublinha que os processos de subjetivação docente e as possibilidades de subversão ou deslocamento da posição de subalternidade implicam na articulação estabelecida com os processos de objetivação do conhecimento legitimado e avaliado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This present text aims to analyze the teacher&#8217;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&#8217;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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El presente texto tiene como objetivo analizar procesos de subjetivación docente en medio a las políticas de evaluación en nuestra contemporaneidad a partir de las contribuciones teóricas de los estudios curriculares más recientes, en particular aquellos oriundos del estrechamiento del diálogo de este campo con las teorizaciones del discurso en la agenda post-fundacional. En este ejercicio teórico, asumiendo los efectos del cambio ontológico en la producción de una lectura política de lo social, significamos a la docencia como un campo de estructuración profesional que ocupa un lugar subalterno en el sistema jerarquizado de saberes y el conjunto de políticas de evaluación como un terreno fértil para apoyar ese argumento. La apuesta aquí defendida consiste en afirmar que la valorización de esta cultura profesional implica también la problematización de la relación con el conocimiento establecido por el sujeto-docente frente a las políticas que involucran directamente el conocimiento que se pretende enseñar en la educación básica. El análisis subraya que los procesos de subjetivación docente y las posibilidades de subversión o desplazamiento de la posición de subalternidad implican la articulación establecida con los procesos de objetivación del conocimiento legitimado y evaluado.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Políticas de avaliação]]></kwd>
<kwd lng="pt"><![CDATA[currículo]]></kwd>
<kwd lng="pt"><![CDATA[conhecimento escolar]]></kwd>
<kwd lng="pt"><![CDATA[subjetivação docente]]></kwd>
<kwd lng="pt"><![CDATA[virada ontológica]]></kwd>
<kwd lng="en"><![CDATA[Assessment policies]]></kwd>
<kwd lng="en"><![CDATA[curriculum, school knowledge. Teaching subjectivation]]></kwd>
<kwd lng="en"><![CDATA[Ontological turn]]></kwd>
<kwd lng="es"><![CDATA[Políticas de evaluación]]></kwd>
<kwd lng="es"><![CDATA[currículo]]></kwd>
<kwd lng="es"><![CDATA[conocimiento escolar]]></kwd>
<kwd lng="es"><![CDATA[subjetivación docente]]></kwd>
<kwd lng="es"><![CDATA[cambio ontológico]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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