RIGHT TO EDUCATION AS A PRINCIPLE OF SOCIAL JUSTICE: A VIEW TO EVALUATING POLICIES AND ITS REVERBERATIONS IN THE CURRICULAR SCENARIO

Abstract

Curricular and evaluative policies aimed at Basic Education have been presented under the guise of social guarantees, reducing inequalities and inclusion - principles that are essential to the realization of social justice. Thus, in highlighting in the evaluative-curricular policies addressed to principles of school inclusion in historical disputes with meanings of classification and exclusion, we aim, in this text, to analyze the senses mobilized in the evaluation policies and their reverberations in the contemporary curricular scenario by means of the right to education as an essential element of social justice. The analysis of evaluative policies, guided by a discursive perspective, evidenced senses of evaluation as an instrument of accountability and knowledge measurement that, although in the macro-political context, emerge in consonance with discourses in favor of quality, inclusion and overcoming socio-educational inequalities, still support themselves in a discursive memory constituted by signifiers that deviate from the principles of justice and equity. However, in the face of the history of denial-affirmation of human rights and the right to education through evaluative policies and their reverberations in curriculum policies, we see the power of (re)invention of educational discoursespolicies-effervescence in school. This is because, in this space, professionals and students from diverse socio-economic-cultural contexts - as subjects and objects of political action (BALL; MAGUIRE, BRAUN, 2016) - present themselves as capable of making educational projects guided by concepts that are intended to transform society and promote social justice.