Evaluation and human rights educational policies: contradictions between regulation and emancipation in basic education in Brazil

• Main Authors: Ana Maria Eyng, Thais Pacievtch, Maria de Lourdes do Prado K D’Almeida, Maria Lourdes Gisi
• Format: Article
• Language: English
• Published: Fundação CESGRANRIO 2016-06-01
• Series: Ensaio
• Subjects: Public policies; Evaluation; Human rights
• Online Access: http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0104-40362016000300670&lng=pt&nrm=iso&tlng=en

This study aims to analyze the contradictions between anthropological and teleological aspects of evaluation and human rights in educational policies for basic education in Brazil. The study focuses on the contradictions by analyzing policy documents related to the two themes. The results suggest the ways that contradictions in the anthropological and teleological perspectives assumed by these policies obstruct provision of basic education that includes social quality. Basic educational evaluation policies are aimed at regulation, seeking to produce indices that normalize and homogenize the subjects of education, legitimizing identities. On the other hand, human rights educational policies aim to emancipate subjects by considering the diversity that characterizes and organizes them, enabling the creation of resistance and project identities that can operate from a counter-hegemonic perspective.