Articulações entre dimensões axiológicas e os conteúdos nos itens de História da Avaliação Diagnóstica / SEE-MG

Abstract

The present dissertation has as its object of study the Diagnostic Evaluation, which is part of the Minas Gerais System of Evaluation and Equity of Public Education (SIMAVE). It is applied every six months in all state public schools in the state of Minas Gerais by the Minas Gerais Department of Education (SEE/MG). The main objectives of this dissertation are to analyze the discursive articulations mobilized by the SEE/MG, in the SIMAVE context, to signify the Diagnostic Evaluation, and to analyze History items present in this evaluation in order to identify the presence of axiological dimensions, more specifically related to an education for ethnic-racial relations, in the configuration of school historical knowledge legitimized there. The study is based on the dialogue between the fields of Educational Evaluation, History Teaching, where authors such as Martins (2010, 2020, 2022 and 2023), Perrenoud (1999), Andrade (2022 and 2023), Plá (2013 and 2018), among others, and decolonial studies such as Evaristo (2016), Ribeiro (2017) and Quijano (2005). The structuring of the dissertation was organized in three chapters. In the first, I presented a history of external and large-scale evaluations of the state of Minas Gerais, as well as explained about the Diagnostic Evaluation that makes up SIMAVE. In the second chapter, I discussed the relationship between curriculum and evaluation, with emphasis on the Reference Curriculum of Minas Gerais (CRMG), evidencing the narrative disputes present in official documents and their influence on teaching objects and evaluation practices in History.Finally, in the third and last chapter, I analyzed a didactic proposal developed and focused on the approach of ethnic-racial relations in the teaching of History, in which students problematized items and made new historical readings, based on axiological perspectives. The results indicate that, although the evaluated items presented, on average, poorly contextualized approaches, they can be re-signified in pedagogical practices committed to reflective education, student protagonism and the confrontation of inequalities.