Paths of classifications and evaluations at school: a study on teacher taxonomies on the student

Abstract

The article aims to understand how social classifications are transformed into school classifications through professorial jurisprudence. Through qualitative research, based on field study, eight interviews were produced with teachers who work at the Escola Municipal Expedicionário Aquino de Araújo, an institution located on the outskirts of Rio de Janeiro, in Duque de Caxias. We seek to understand how evaluations become an imposing logic perpetrated by fear and social coercion. In this logic, we seek to identify the main difficulties presented by students in tests and exams, as well as the main strategies raised by educators on the premise of obtaining improvements in student learning and in their assessments. The hypothesis put forward is that assessments operate within a standardizing logic so that school culture can be socially reproduced and the production of how school assessment leads to an increase in exclusion, selection and competitiveness within the educational establishment, making it possible to cover up inequalities existing social and economic conditions. We also highlight the importance of teachers reflecting on their pedagogical practice on the premise of reviewing the methods used in the teaching-learning process.