Accountability nas Políticas Educacionais a partir dos anos de 1990: controle e regulação da educação no contexto do Estado Avaliador
| Ano de defesa: | 2023 |
|---|---|
| Autor(a) principal: |
Oliveira, Janete Nunes Martins de
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| Orientador(a): | |
| Banca de defesa: | , |
| Tipo de documento: | Dissertação |
| Tipo de acesso: | Acesso aberto |
| Idioma: | por |
| Instituição de defesa: |
Universidade Estadual do Oeste do Paraná
Cascavel |
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação
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| Departamento: |
Centro de Educação, Comunicação e Artes
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| País: |
Brasil
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| Palavras-chave em Português: | |
| Palavras-chave em Inglês: | |
| Área do conhecimento CNPq: | |
| Link de acesso: | https://tede.unioeste.br/handle/tede/6723 |
Resumo: | This thesis was developed in the Graduete Program in Education in the Universidade Estadual do Oeste do Paraná, Cascavel’s campus, in the research line of Education, Social Politics and State. Since the decade of 1990 there is an intensification of the propositions of accountability mechanisms (accountability, reward and punishments politics) linked to the results of external evaluations in educational politics in Brazil. In this period, large-scale evaluation takes on a relevant role in education systems, under the justification that, in order to achive “efficiency” in teaching and correct the inefficiency of schools it is necessary to asses quantitative results, according to the assumptions of management. We seek to analyze the socio-historical context from which these policies emerge, establishing the inter-relationship between the upsurge of external evaluation and accountability. We take the propositions of educational reforms as an integral part of the reforms proposed for the administration of the Brazilian State, initiated and widely disseminated since the 1990s, which aim to adapt public administration to the management model, according to the assumptions of market management. We look to learn the dimensions of the concept of accountability and how this concept enters in the fields of education, changing the way the State regulates educational systems, through the expansion of control mechanisms and accountability of institutions and subjects. We seek to understand the dimensions of the concept and its incorporation by educational policies, related to the process of expansion of the Evaluating State. We have analyzed the insertion of the concept of accountability in three documents from International Organizations: Informe de Seguimento de la EPT en el Mundo. Educación para todos. UNESCO (2015); Oficina Regional de Educación para América Latina y el Caribe e LLECE - Laboratorio Latinoamericano de Evaluación de la Calidad de la Educación. OREALC/UNESCO (2013); Prioridades y estrategias para la educacion, examen del Banco Mundial – Banco Mundial, 1996. In this analysis, we sought to understand the link between the increased centrality given to large-scale assessments and the implementation of accountability mechanisms by educational systems. And in general, we found that the policies of external evaluation and accountability related to them, defended by the documents analyzed, contribute to the construction of consensus in relation to the educational model to be implemented by different countries. Under the justification of the need to improve educational quality, proven precarious by comparative tests, supposedly neutral mechanisms legitimize the training model for the working class, considered appropriate to the conformation of the subjects to the given conditions |