Abstract

ESTEBAN, Maria Teresa. Silencing Polysemy and Making the Subjects Invisible: Questions to the Discourse about the Quality of Education. Rev. Port. de Educação [online]. 2008, vol.21, n.1, pp.5-31. ISSN 0871-9187.

The article starts from diagnosis on schooling failures, present in official documents produced in Portugal and by the European Union, to discuss silencing processes and those of invisibility production and subalternity that cross the hegemonic discourse on quality. One of the central ideas in the argumentation made in the article is that to legitimize a single epistemological perspective, a single universe of knowledge, a single set of values, is a way to disqualify what is different from the pattern. Cultural difference is systematically enunciated as the cause of school failure. Despite the discourse supported by the generalization conducted by the universalization of parameters, the subjects that fail appropriate knowledge, as well as generate them and the schools where lack of success is expressed are spaces for the production of multiple knowledge. A public school with quality for all demands knowledge of its day-to-day beyond that what can be perceived through performance evaluation.

Keywords : Democratization; Evaluation; School failure; Cultural difference.

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