ANALYSIS OF PROINFANTIL’S ASSESSMENT DISCOURSE

governamentality strategies implied in the training of early childhood education teachers

Abstract

The article analyzes the strategies of governmentality in the discourses of assessment questions of learning notebooks of the Program of Initial Training for Teachers Working in Early Childhood Education (ProInfantil). This is a distance education course at the level of high school, offered by the Ministry of Education (MEC), which aims to train teachers working in Early Childhood Education who do not have the required training. The analytical material consists of assessment questions, and the methodology used is the Foucauldian discourse analysis. From this study, it is possible to conclude that the course’s assessment operates through strategies of governmentality that aim to guide the conduct of the course participants so they become reflective and practical teachers.