Talita Vidal Pereira

Um salto para a performatividade: sentidos atribuídos à qualidade da educação

Abs tract Abstract Abstractarticle we seek to argue the effects of introducing the culture of performativity (BALL, 2004) in the municipal schools of the city of Rio de Janeiro, with the implementation of the ProjectLeap of Quality Education in Rio�. This is an intervention project that involves multiple actions developed during the year of 2009, with the objective of improving the quality of the education offered to children. Based on discourse theory (LACLAU; MOUFFE, 2004), we question the meanings attributed to quality. The analysis was developed from the statements

Discursos que produzem sentidos sobre o ensino de ciências nos anos iniciais de escolaridade

Neste artigo, analiso o discurso hegemonico articulado pela comunidade disciplinar que pesquisa o ensino das ciencias, com o objetivo de identificar que sentidos estao sendo produzidos sobre esse ensino nos anos iniciais do ensino fundamental. Tomo como referencia as producoes dos dois primeiros e dos dois ultimos Encontros Nacionais de Pesquisa em Educacao em ciencias (ENPEC), que apresentaram reflexoes voltadas para esse nivel de escolaridade, em um esforco para compreender o processo de constituicao de um discurso que pretende hegemonicamente estabelecer o que e e o que deveria ser o ensino de ciencias nos niveis elementares de escolaridade, e tambem estabelecer quais sao as necessidades formativas para que a docencia possa ser exercida nessa direcao. Lanco mao da teoria do discurso de Laclau e Mouffe (2004), que me possibilita perceber esse discurso como um hibrido que circula nos diferentes contextos de producao curricular.

Refletindo sobre a tensão entre pesquisa e prática: o caso do ensino de ciências.

In this article the idea that the research results in education are not adequately incorporated in the formulation of educational policy is questioned from some developed arguments in a poststructuralist and postcolonial perspective. These arguments take as analysis object the disciplinary community products that research science education, with the understanding that these express discourses, which are circulating in different curricular contexts. The analysis breaks the distinction between knowledge and culture and takes them as a process of sense enunciation. The focus is discussing how the researchers’ conceptions about knowledge and teaching practices are informed by an epistemological realism that justifies the processing dimension attributed to knowledge, whose ownership is meant as a possibility of emancipation.

A construção do currículo escolar: reflexões sobre a diferença cultural

In this article we question patterns of curricular production which are based on the idea that structured knowledge must occupy a central position, when a curriculum supports multiple concepts of teaching. Using post-structuralist and post-functional research, highlighting Ernesto Laclau, and the post-colonials, especially Homi Bhabha, we defend that said logic contributes to keeping cultural differences outside of schools, overruled by a homogeneous culture considered more adequate to form citizens. In our view, this perspective is still common in discourses about education, and is responsible for policies that have deepened outside control over schools, especially through students’ performances and results measuring mechanisms. Therefore, they play a part in reducing education to nothing beyond teaching, and in silencing cultural differences. We assume here that schools are in-between places where multiple cultures meet, and it is our statement that these cultures must be incorporated into school processes.

A jump for performativity: meanings attributed to the quality of education

Abs tract Abstract Abstractarticle we seek to argue the effects of introducing the culture of performativity (BALL, 2004) in the municipal schools of the city of Rio de Janeiro, with the implementation of the ProjectLeap of Quality Education in Rio�. This is an intervention project that involves multiple actions developed during the year of 2009, with the objective of improving the quality of the education offered to children. Based on discourse theory (LACLAU; MOUFFE, 2004), we question the meanings attributed to quality. The analysis was developed from the statements

Un salto hacia la performatividad: sentidos atribuidos a la calidad de la educación

Abs tract Abstract Abstractarticle we seek to argue the effects of introducing the culture of performativity (BALL, 2004) in the municipal schools of the city of Rio de Janeiro, with the implementation of the ProjectLeap of Quality Education in Rio�. This is an intervention project that involves multiple actions developed during the year of 2009, with the objective of improving the quality of the education offered to children. Based on discourse theory (LACLAU; MOUFFE, 2004), we question the meanings attributed to quality. The analysis was developed from the statements