Os discursos da UNESCO e a avaliação da alfabetização infantil na America Latina e Caribe (1980-2012) : diálogo com contexto brasileiro
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Data
2019-06-19
Autores
Endlich, Ana Paula Rocha
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Universidade Federal do Espírito Santo
Resumo
The work is a research report which general goal is to understand, actively and
responsively, the UNESCO speeches, in the period of 1980-2012, on behalf of the
literacy evaluation, and how they dialogue with the Brazilian context. It is based on the
Bakhtinian theoretical referential and considers the assertions as links of a discursive
chain that can only be comprehended in its concreteness, within an immediate
production situation and a broader production context. The corpus is composed of
documents published by the Education United Nations Organization (Unesco) in the
period of choice, specially the Education Principal Project for Latin America and
Caribbean (PPE) bulletins, the Education Regional Project for Latin America and the
Caribbean Islands (Prelac) text and the magazines in connection. The research
develops the thesis that all the speeches published by UNESCO, are mostly based on
an education conception as financial and literacy investment as fundamental
competence for the formation of citizens desired by the market. The most efficient
propagation strategies of these speeches were the events promoted by UNESCO in
which the participant member Estates made a compromise around goals aligned with
ideas of international organisms that defend the capitalist order. Besides those goals,
the PPE and Prelac projects aimed at assisting the countries regarding their
educational policies adequacy and at keeping the educative speech in circulation,
mainly with those having a strategic role in the countries’ decision making. The actions
taken in Brazil in terms of literacy assessment, from its specific context, dialogued with
the UNESCO assertions that praised it as management tool. This is observed by the
implementation of evaluations with periodicity each time less in order to assess the
children’s performance. Moreover, the dialogue between the Brazilian programs with
the conceptions defended by this organization is also revealed in the reduction carried
out by the exams concerning literacy to mechanic aspects of reading and writing, with
basis on a technical and functional perspective that goes beyond its critical and
dialogical potential.
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Palavras-chave
Standardized assessment , Literacy , Latin America and the Caribbean , Unesco , Avaliação padronizada , Alfabetização , América Latina e Caribe