Abstract
Within the framework of a mode of regulation of the educational system based on the ideology of performativity through an intensified school work, this text focuses on the recent experience of reintroducing the exams in the 4th grade in Portugal. We analyze the voices of children, parents, and teachers found in television news pieces (2012-2015), seeking to understand how they position themselves and how they deal with the exams. Their words reveal that the examinations greatly influence the school and family life, and demand cognitive and emotional effort on the part of these actors, aiming at the preparation of pupils who are able to deal effectively withperformativity at an earlier age.
Highlights
Uma das facetas da agenda neoliberal para a educação que mais preponderância tem vindo a assumir à escala global é a crescente pressão exercida sobre os sistemas escolares para produzirem resultados (Sellar e Lingard, 2014; Torres e Quaresma, 2014)
Considerando que os primeiros anos de escolaridade têm sido bastante descurados do ponto de vista científico, salienta-se o facto de ser aqui que se começam a construir as desigualdades escolares e os percursos de insucesso e abandono escolar (Justino et al, 2014) e de que poderemos estar na presença de fenómenos idênticos aos que se verificam no ensino secundário
Dá-se assim corpo à ideia, já defendida desde os finais dos anos 90, de que a democratização da educação “não se alcança apenas pela massificação da frequência dos vários níveis de escolaridade”, mas deve ser desenvolvida tendo também presente “o rigor e a qualidade do ensino e das aprendizagens enquanto condições
Summary
Performance escolar: os exames do 4.o ano na tv. School performance: the 4th grade exams in television news. We analyze the voices of children, parents, and teachers found in television news pieces (2012-2015), seeking to understand how they position themselves and how they deal with the exams. Their words reveal that the examinations greatly influence the school and family life, and demand cognitive and emotional effort on the part of these actors, aiming at the preparation of pupils who are able to deal effectively with performativity at an earlier age. Their words reveal that the examinations greatly influence the school and family life, and demand cognitive and emotional effort on the part of these actors, aiming at the preparation of pupils who are able to deal effectively with performativity at an earlier age. keywords: exams; children; First cycle; family and school dynamics
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