Avaliação e pareceres descritivos : a (des) construção do "sujeito - aluno especial".

Abstract

This work aims at both analyzing and problematizing discourses about “special-student subjects” in processes of school learning evaluation as expressed in Descriptive Evaluations produced in a public school in Rio Grande do Sul. Based on studies by Michel Foucault and other authors that have problematized educational issues, I have presented a discussion about marks and recurrences found in documents of Descriptive Evaluations of “special-student subjects” in a regular school, and ,consequently, about the production of such subjects and the risk management that they may demand from school in terms of norm and order. Thirty-nine documents corresponding to 15 students with mental deficiency attending a state regular school in 2009 have been analyzed, considering children from child education to 4th grade. School, as a modern institution, has “emerged” from the need to “educate and normalize” subjects, thus fitting people into a certain norm. Therefore, we may think about public processes and policies for inclusion of “special-student subjects” in regular school as a form of control, normalization and normatization, a way to conform those subjects to a certain standard of students that has been historically, culturally and socially constructed. To attain this goal, school has used different techniques; one of them is school evaluation. This has been the focus of discussions that have been increasingly present in school spaces, due to an external evaluation policy that Federal and State governments have structured as a form of control of both what and how to teach at school. Among the different kinds of evaluation, the Descriptive Evaluations are instruments that constitute a “special-student subject” (described in detail) in regular school, and lead to a subjectivation process, allowing for mapping, ranking and, thus, normalizing subjects, by operating from a network of knowledges that become “truths” about those subjects. Such documents are discourses about school subjects which, in their marks and recurrences, set “abnormality standards” for “special-student subjects”. Besides that, Descriptive Evaluations attempt to approximate subjects to a standard of “ideal student”, through prescriptions to improve them. Hence, discourses of Descriptive Evaluations produce certain knowledges and “special-student subjects” in regular school, as well as shape a “teacher being” as they “regulate the way teachers see” those subjects.