Avaliações externas e em larga escala e os organismos internacionais : da accountability educacional à cultura da performatividade
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Data
2022
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Editora
Edições Universitárias Lusófonas
Resumo
A Organização para a Cooperação e Desenvolvimento Econômico (OCDE) adentra os projetos e políticas educacionais difundidas no Brasil, contribuindo para a ascensão da lógica neoliberal na educação. Nesse viés, este artigo de abordagem qualitativa e análise documental tem como objetivo discutir as relações estabelecidas entre as políticas de avaliação no Brasil, os Organismos Internacionais, e a cultura da performatividade oriunda dessas relações. Nesse sentido, a accountability educacional, em voga em vários países, ganha cada vez mais espaço, ao operacionalizar e integrar a concepção de avaliação, prestação de contas e responsabilização. O conceito de performatividade abordado no texto descreve a cultura da performatividade como a busca pelos desempenhos, invadindo e transformando as individualidades e subjetividades do professor, da educação e da sociedade. Como resultados, destaca-se o forte papel da OCDE como organismo transnacional impactando nas políticas nacionais e na produção de uma transformação e uniformização do conceito de qualidade educativa. Para concluir, o texto propõe a busca por alternativas para pensar uma corresponsabilidade de todos os envolvidos no processo educativo e na reafirmação do papel do professor e da escola pública em um projeto de responsabilização participativa, democrática e de qualidade negociada.
International organizations have entered the projects and educational policies disseminated in Brazil, con tributing to the rise of the neoliberal logic in education. In this vein, this article is a qualitative research of bibliographic and documental type, and aims to discuss the relations established between the accountability policy - associated with external evaluations - and the influence of international organizations, especially the Economic Cooperation and Development (OECD), in Brazilian educational policies. In this sense, educational accountability, in vogue in several countries, is gaining more and more space by operationalizing and integrating the concept of evaluation, accounta bility and responsibility. The concept of performativity discussed in the text describes the culture of performativity as the search for performance, invading and transforming the individualities and subjectivities of teachers, education, and society. As a result, we highlight the role of the OECD as a transnational organism, a source of influence for decisions and directions of Brazilian educational policies. In conclusion, the text proposes a search for alternatives to think about the co-responsibility of all those involved in the educational process and the reaffirmation of the role of the teacher and the public school in a project of participatory, democratic and negotiated quality accountability.
International organizations have entered the projects and educational policies disseminated in Brazil, con tributing to the rise of the neoliberal logic in education. In this vein, this article is a qualitative research of bibliographic and documental type, and aims to discuss the relations established between the accountability policy - associated with external evaluations - and the influence of international organizations, especially the Economic Cooperation and Development (OECD), in Brazilian educational policies. In this sense, educational accountability, in vogue in several countries, is gaining more and more space by operationalizing and integrating the concept of evaluation, accounta bility and responsibility. The concept of performativity discussed in the text describes the culture of performativity as the search for performance, invading and transforming the individualities and subjectivities of teachers, education, and society. As a result, we highlight the role of the OECD as a transnational organism, a source of influence for decisions and directions of Brazilian educational policies. In conclusion, the text proposes a search for alternatives to think about the co-responsibility of all those involved in the educational process and the reaffirmation of the role of the teacher and the public school in a project of participatory, democratic and negotiated quality accountability.
Descrição
Revista Lusófona de Educação
Palavras-chave
EDUCAÇÃO, AVALIAÇÃO, RELAÇÕES INTERNACIONAIS, PRESTAÇÃO DE CONTAS, OCDE, EDUCATION, INTERNATIONAL RELATIONS, ACCOUNTABILITY
Citação
Amestoy , M , Mattos , K & Tolentino-Neto , L 2022 , ' Avaliações externas e em larga escala e os organismos internacionais : da accountability educacional à cultura da performatividade ' , Revista Lusófona de Educação .