O FANTASMA DA AVALIAÇÃO RONDA OS CURRÍCULOS UNIVERSITÁRIOS DO MATO GROSSO DO SUL

Abstract

The present article had the objective of analyzing how the evaluation is inserted in the curriculums of Pedagogy courses of public universities of Mato Grosso do Sul. To reach this objective, we proceeded with the analysis of the curriculums of the Pedagogy courses of the three public universities of the State. The text is structured in three sections: in the first, we analyze the relations between school educational purposes and evaluation in a context of advancement of neoliberal policies. Next, we highlight the risks of taking evaluation as an activity in itself, causing a reversal between evaluation and school goals and their development. Finally, we demonstrate how the evaluation (un)appears in the curricula of Pedagogy courses in public universities in Mato Grosso do Sul. The research demonstrates that they treat evaluation as complementary content in teacher education, not presenting, in most of the analyzed curriculums, the centrality that such content has on the pedagogical teaching work. Metaphorically speaking, it is a specter that prowls the curricula without assuming the place of centrality that it should.