AVALIAÇÃO EXTERNA NA ORGANIZAÇÃO DO TRABALHO DE UMA TURMA DE 5º ANO: AVALIAÇÃO OU REGULAÇÃO?

External evaluation in the work organization of a 5th grade class: “evaluation” or regulation?

Abstract

This article focuses on the materiality of external evaluation policies at school. From the bibliographic survey and analysis of the data that emerged from the field research, the consequences of external evaluations in the organization of pedagogical work at school were discussed. With neoliberal hegemony, assessments took on a central role in achieving congruence between the market and governments, linking educational quality to student performance in assessments. In the observed school, the evaluations were the core of the organization of the pedagogical work, establishing an evaluative ritual, which instituted control and pressure on the subjects. We identified that the assessments arrived at the school in a confused way, devoid of meaning and disconnected from the teacher's daily life and practices, who, faced with so many processes and external pressures, saw herself lost and imprisoned in a job that did not belong to her.