RESSIGNIFICANDO A AVALIAÇÃO EDUCACIONAL: DIÁLOGOS ENTRE SABERES LOCAIS-GLOBAIS NAS PERSPECTIVAS DECOLONIAIS

• Ano de defesa: 2024
• Autor(a) principal: Jany Baena Fernandez
• Orientador(a): Nara Hiroko Takaki
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Fundação Universidade Federal de Mato Grosso do Sul
• País: Brasil
• Palavras-chave em Português: avaliação do ensino fundamental; perspectivas decoloniais; letramentos críticos; diálogos entre saberes locais-globais.
• Link de acesso: https://repositorio.ufms.br/handle/123456789/9577

This research deals with large-scale educational assessment of 8th-grade elementary school students, conducted in 2018 by the Municipal Department of Education of Campo Grande – MS. Its objective is to analyze and reframe the proposals for external and large-scale assessments within the Municipal Education Network of Campo Grande/MS, carried out in 2018, fostering dialogues between local and global knowledge from decolonial perspectives, navigating through critical literacies, with the intention of deconstructing hegemonic approaches and proposing more inclusive, contextualized, and reality-aligned assessment processes. To this end, it promotes dialogues regarding different types of knowledge, both local and global. The research methodology is documentary in nature, qualitative, and based on an interpretive study. The theoretical foundation is primarily grounded in theories that address language, assessment, decolonial visions, and critical literacies as principles aimed at understanding the diversity and complexity of today's society. Thus, local contexts are highlighted and linked to the global historical process that legitimized and normalized hegemonic thoughts, stemming from a Eurocentric vision that triggered social crises, which are prominently emphasized in current times. I emphasize that this perspective can transform assessment practices through the expansion in the (re)construction of meanings, which will likely be reflected in the development of tests, through a "pluri" and horizontal view of teachers and in the discourses present in students' written productions regarding educational assessments, due to the appreciation of local knowledge. It is expected that this study will foster more horizontal dialogues, which can contribute to the re-signification of knowledge and educational assessment conceptions based on other constructions of meaning, deconstructing universal, hegemonic, and Eurocentric views that are observed in educational contexts. Keywords: evaluation of elementary education; decolonial perspectives; critical literacies; dialogues between local-global knowledge.