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Pretende-se refletir acerca do momento vivenciado no Brasil, entendendo-o como sintoma da Contemporaneidade, pensando práticas e discursos sociais que tensionam-se e rearticulam-se a todo instante. A desconstrução de fatos históricos e a refutação de eventos científicos são alguns dos exemplos que perseguimos nesta reflexão, indagando-nos acerca dos modelos educativos e os modos de ver a História, que estabelecem relações diretas com os aspectos de exclusão social e com as formações subjetivas. Nesse sentido, a verdade parece perder sua posição privilegiada e ocupar, com certa fragilidade, um lugar baseado na crença na figura do sujeito moderno. Nos coube propor novos olhares aos campos do saber, convocando-nos a pensar a educação para diversidade como perspectiva indispensável ao enfrentamento da ascensão da barbárie social.

It is intended to reflect on the moment experienced in Brazil, understanding them as symptoms of Contemporaneity, thinking about social practices and discourses that strain and re-articulate all the time. The deconstruction of historical facts and the refutation of scientific events are some of the examples that we pursue in this reflection, asking us about the educational models and the ways of seeing History, which establish direct relations with the aspects of social exclusion and with subjective formations. In this sense, the truth seems to lose its privileged position and occupy with a certain fragility a place based on the belief in the figure of the modern subject. We propose new perspectives on the fields of knowledge, calling us to think about education for diversity as an indispensable perspective to face the rise of social barbarism. [ABSTRACT FROM AUTHOR]

This essay is based on an investigation that is being carried out in a Southern Higher Education Institution and it is sponsored by the Education Observatory Government Program - INEP/CAPES. One of the activities of the investigation foretells that, through official documents and interviews with students and teachers, researchers understand the grade composition obtained by Elementary School Development Rate (IDEB) and its effect in a group of six regional schools. Based on theoretical support of Michel Foucault, this essay also aims to reconsider IDEB as a government strategy and how results affect subjectivization process in Elementary Education. The analysis of the research data - interviews with 11 teachers and managers of involved schools - showed that studies regarding IDEB seek to connect education to productivity and competitiveness of business sector whose goal is teaching result control through school work supervision. [ABSTRACT FROM AUTHOR]