Mercado, performance, accountability. Duas décadas de retórica reaccionária na educação
Miniatura indisponível
Data
2008
Autores
Título da revista
ISSN da revista
Título do Volume
Editora
Edições Universitárias Lusófonas
Resumo
A performance e a eficácia instituíram-se como prioridade das actuais políticas de educação. Quais os motivos que levaram à sua afirmação como paradigma dos sistemas educativos em detrimento da escola compreensiva? O presente artigo visa reconstituir e questionar a construção das teses fundamentais que contribuíram para a denúncia da crise generalizada da escola compreensiva e o aparecimento do modelo de escola eficaz, capaz de se integrar num mercado concorrencial e globalizado, no quadro de uma retórica reaccionária, instalada nos últimos vinte anos nos EUA e no Reino Unido e que se vem alargando à escala global. Pretende-se, desta forma, suscitar a reflexão sobre o papel dos sociólogos da educação na compreensão da interacção dos vários agentes educativos a uma escala globalizada e das novas implicações do capitalismo nas políticas educativas.
Performance and efficiency stand as priorities in present educational politics. Which were the reasons that led them to be the paradigm of educatinal systems replacing the comprehensive education? The following paper aims at rebuild and question the fundamental thesis that contributed to the evidence of a generalized crisis in the comprehensive education and the appearance of the model of efficient school, capable of taking part in a concurrent and global market, framed by a reactionary rhethoric, installed in USA and in the United Kingdom in the past twenty years, and developping at a global scale. It is also the aim of this paper to reflect over the role of the sociologists in education in the understanding of the interaction among various educational agents at a global scale and the new implications of capitalism in educational politics
Performance and efficiency stand as priorities in present educational politics. Which were the reasons that led them to be the paradigm of educatinal systems replacing the comprehensive education? The following paper aims at rebuild and question the fundamental thesis that contributed to the evidence of a generalized crisis in the comprehensive education and the appearance of the model of efficient school, capable of taking part in a concurrent and global market, framed by a reactionary rhethoric, installed in USA and in the United Kingdom in the past twenty years, and developping at a global scale. It is also the aim of this paper to reflect over the role of the sociologists in education in the understanding of the interaction among various educational agents at a global scale and the new implications of capitalism in educational politics
Descrição
Revista Lusófona de Educação
Palavras-chave
EDUCAÇÃO, EDUCATION, SOCIOLOGIA DA EDUCAÇÃO, SOCIOLOGY OF EDUCATION, ESCOLAS, SCHOOLS, SISTEMAS EDUCATIVOS, EDUCATIONAL SYSTEMS, POLÍTICA EDUCATIVA, EDUCATIONAL POLICY