UNS ALGUÉNS EM MUNDOS DE AVALIAÇÕES EXTERNAS (ou: espaços escolares produzidos em narrativas, constituintes e reprodutoras, de modernidade/colonialidades)

Abstract

A school system consists of content, teaching and learning in a discourse of improvement, development, progress, equality and universality, in the hope of building a different society. At the meeting, paths are prescribed for a supposed quality education through external assessments, a political-economic-pedagogical strategy that, ultimately, reinforces the colonial (patriarchal, hierarchical, Eurocentric) project of (Mathematics) Education. In the midst of this scenario, based on the interest of investigating meanings, crossings, affections, dilemmas and possibilities of educational subjects in relation to external assessments, schools and mathematics classrooms, I present, in these writings, crossings that make up a doctoral research. Assuming a decolonial attitude, I produce a theoretical-methodological strategy based on the desire to become a subject in each of these lines, with readings on the theme of external evaluation, with observations of school territories, with meetings through interviews with students, teachers, principal and researchers, in an attempt to operate in a space of possibilities and resistance. Perhaps (or certainly), these movements that make up my crossings were (or are) devastated by Covid-19, which is not just a crossing, but a limit and, from there, inventing other crossings. In a movement with productions by Susano Correia, I try to deal with the weight of silence (or even fray it), although, almost always, dealing with abysses. I compose another movement through decolonial productions and attitudes in contagion with Grada Kilomba, Catharine Walsh, Walter Mignolo, I act in an attempt to subvert colonial logics, producing from and with the silences of subaltern groups, recognizing subjects. Thus, in fissures, gaps, processes of production of meanings and affections, these writings take place in the midst of external evaluations or in some of their effects in at least three movements. First, external evaluations operate in maintaining a discourse of a (supposed) evaluation of the quality of teaching. In a census manner, in a universal, standardized way, they take students, schools, teachers as numbers, in (violent) processes of accountability. In another movement, produced in tensions between the school and external evaluations, these in their character of universality, derives from a colonial project of power and acts as a control device, like a State apparatus, in incessant attempts to achieve goals: prepare students for an assessment. This way, prepare students for another. And so it goes, always in a time of waiting. Also in another movement, external evaluations take place in a future, in an attempt to produce other possible worlds, with an attitude of resistance, transgression, insurgency, affirming difference as a power of life and dialoguing with a culture of belonging. Operate with the possibility of unlearning what was imposed by coloniality, in opening movements.