Schools without measurements : towards a pedagogy of recognition
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Data
2018
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Edições Universitárias Lusófonas
Resumo
Desde que a OCDE pôs em marcha o Programa Internacional de Avaliação dos Estudantes (PISA), em 2000, a medida em educação centrou-se principalmente no registo e na fabricação de resultados em termos de taxas de êxito e de insucesso escolar, a partir de rendimento academic. Esta obsess pelos resultados, a partir de uma espécie de monoculture estatistica, provocou o desvio de atenção de um fato central: a desigualdade educative está diretamente relacionada com a desigualdade social. Para além disso, a aplicação de critérios de accountability no sistema educativo oculta a sua crescent desregulação. Contra toda a aparência, a nossa escolar não tem uma medida clara nem uns fins delimitados. Por isso, com a ajuda dos numerous, mas para além deles, torna-se necessário repensar a educação em termos de justiça social, deslocando o foco de atenção da igualdade de oportunidade para a igualdade de posições. A partir deste marco analítico, sugere-se uma reinterpretação crítica da escolar tendo como centro uma política educativa do reconhecimento para a reconstrução da cidadania.
Since the OECD launched the Program for International Student Assessment (PISA) in 2000, education measurements have mainly been concerned with recording and issuing results in terms of school success or failure based on items aimed at measuring academic achievement. A major consequence of this obsession with quantifiable results, which stems from a sort of statistical monoculture, has been a shift of our attention away from the seminal fact that, indeed, educational disparities are directly linked to social inequalities. Besides, the application of accountability criteria within systems of education tends to hide the increasing deregulation of the former. Contrary to its seeming appearance, the school institution lacks clearly drawn goals and measurements. This is why, even certainly helped by rating scales but also far beyond them, we need to rethink education in terms of social justice and turn our attention from equal opportunities towards equal positions. From this analytic framework, a critical reinterpretation of the schooling process is suggested in order to approach it with the perspective of an educational policy of recognition that seeks a reconstruction of citizenship.
Since the OECD launched the Program for International Student Assessment (PISA) in 2000, education measurements have mainly been concerned with recording and issuing results in terms of school success or failure based on items aimed at measuring academic achievement. A major consequence of this obsession with quantifiable results, which stems from a sort of statistical monoculture, has been a shift of our attention away from the seminal fact that, indeed, educational disparities are directly linked to social inequalities. Besides, the application of accountability criteria within systems of education tends to hide the increasing deregulation of the former. Contrary to its seeming appearance, the school institution lacks clearly drawn goals and measurements. This is why, even certainly helped by rating scales but also far beyond them, we need to rethink education in terms of social justice and turn our attention from equal opportunities towards equal positions. From this analytic framework, a critical reinterpretation of the schooling process is suggested in order to approach it with the perspective of an educational policy of recognition that seeks a reconstruction of citizenship.
Descrição
Revista Lusófona de Educação
Palavras-chave
EDUCAÇÃO, EXCLUSÃO SOCIAL, DESIGUALDADES SOCIAIS, IGUALDADE DE OPORTUNIDADES, JUSTIÇA SOCIAL, EDUCATION, SOCIAL EXCLUSION, SOCIAL INEQUALITIES, EQUAL OPPORTUNITIES, SOCIAL JUSTICE
Citação
Beltrán Llavador , J 2018 , ' Schools without measurements : towards a pedagogy of recognition ' , Revista Lusófona de Educação .