The teaching and learning of writing in the mother tongue: from transdisciplinarity to implicit colonialism in the genres large-scale education assessments and evaluations of students learning performance in classrooms

Abstract

The reflection developed throughout the article seeks to unravel the power relations that, discursively, are present and cause dominance effects, in the confrontation between the school evaluation applied by discipline teachers of the school curriculum, from basic education to high school, and the large-scale exams generated by the data and indices of the SAEB - Basic Education Assessment System, and the International Student Assessment Program - PISA, for example. Among the discursive effects are the proposals of authoritarian conditioning, cultural standardization and knowledge imposed on students who are in the process of learning to write in their mother tongue. We seek theoretical and philosophical support in Bakhtin's theories of gender and dialogue, in the concept of transdisciplinarity developed in Applied Linguistics, LA, in critical discourse analysis, in historical-critical, interactive, critical and liberation pedagogy. It reports on a history of pedagogical ideas and a context of national and international institutions applying large-scale evaluations and examinations. An ideological analysis is developed of how large-scale examinations interfere with tests administered by teachers in schools. A comparative analysis between the evaluations in the classrooms and large-scale evaluations is shown in response to the concerns that arose during the reflection, with a suggestion of a humanizing education, of improvement and social transformation.