Policies of the new Public Management in Peru: teachers in the culture of performativity

Detalhes bibliográficos
Autor(a) principal: Cotrado, Bethzabé
Data de Publicação: 2020
Tipo de documento: Artigo
Idioma: por
Título da fonte: Olhar de Professor (Online)
Texto Completo: https://revistas.uepg.br/index.php/olhardeprofessor/article/view/15636
Resumo: The objective is to analyze the construction of the culture of performativity from the configuration of the educational policies of the New Public Management (NPM) in Peru. The study carried out within the framework of a qualitative methodology comprises two stages. First, three political provisions of the NPM that currently regulate the Peruvian educational environment are identified: decentralization and autonomy of educational management, standardized evaluations of learning achievement and economic bonuses. Second, interviews of eleven educational actors from the Puno region are examined, in order to know their pedagogical experiences and understand their identity processes. The results show that the incorporation of the NPM political measures would be promoting the development of sustained performative practices in the effectiveness, competitiveness and improvement of learning results.
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spelling Policies of the new Public Management in Peru: teachers in the culture of performativityPolíticas educativas de la Nueva Gestión Pública en Perú: los docentes en la cultura de la performatividadPolíticas educacionais da Nova Gestão Pública no Peru: os docentes na cultura da performatividade educacionalProfessor. Avaliação externa. Performatividade. Política educacional.Teacher. Standardized assessments. Performativity. Educational policy.Docente. Evaluación estandarizada. Performatividad. Política educativa .The objective is to analyze the construction of the culture of performativity from the configuration of the educational policies of the New Public Management (NPM) in Peru. The study carried out within the framework of a qualitative methodology comprises two stages. First, three political provisions of the NPM that currently regulate the Peruvian educational environment are identified: decentralization and autonomy of educational management, standardized evaluations of learning achievement and economic bonuses. Second, interviews of eleven educational actors from the Puno region are examined, in order to know their pedagogical experiences and understand their identity processes. The results show that the incorporation of the NPM political measures would be promoting the development of sustained performative practices in the effectiveness, competitiveness and improvement of learning results.El objetivo consiste en analizar la construcción de la cultura de la performatividad a partir de la configuración de las políticas educativas de la Nueva Gestión Pública (NGP) en Perú. El estudio realizado en el marco de una metodología cualitativa comprende dos etapas. Primero se identifica tres disposiciones políticas de la NGP que actualmente regulan el ámbito educativo peruano: descentralización y autonomía de gestión educativa, evaluaciones estandarizadas del logro de aprendizaje y bonos económicos. Segundo, se examina entrevistas de once actores educativos de la región Puno, con la finalidad de conocer sus experiencias pedagógicas y comprender sus procesos de identidad. Los resultados evidencian que la incorporación de las medidas políticas de la NGP estaría impulsando al desarrollo de las prácticas performativas sostenidas en la efectividad, competitividad y mejora de resultados de aprendizaje.O objetivo é analisar a construção da cultura da performatividade a partir da configuração das políticas educacionais da Nova Gestão Pública (NGP) no Peru. O estudo realizado no âmbito de uma metodologia qualitativa compreende duas etapas. Primeiro, são identificadas três disposições políticas do NGP que atualmente regulam o ambiente educacional peruano: descentralização e autonomia da gestão educacional, avaliações padronizadas do aproveitamento da aprendizagem e bônus econômicos. Segundo, são examinadas entrevistas com onze atores educacionais da região de Puno, a fim de conhecer suas experiências pedagógicas e entender seus processos de identidade. Os resultados mostram que a incorporação das medidas políticas do NGP promoveria o desenvolvimento de práticas performativas sustentadas na eficácia, competitividade e melhoria dos resultados da aprendizagem.Editora UEPG2020-10-08info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontextotextoinfo:eu-repo/semantics/otherapplication/pdftext/xmlapplication/ziphttps://revistas.uepg.br/index.php/olhardeprofessor/article/view/1563610.5212/OlharProfr.v.23.2020.15636.209209229631.0720Olhar de Professor; Bd. 23 (2020): Publicação Contínua; 1-13Olhar de Professor; Vol. 23 (2020): Publicação Contínua; 1-13Olhar de Professor; Vol. 23 (2020): Publicação Contínua; 1-13Olhar de Professor; Vol. 23 (2020): Publicação Contínua; 1-13Olhar de Professor; v. 23 (2020): Publicação Contínua; 1-131984-01871518-5648reponame:Olhar de Professor (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/olhardeprofessor/article/view/15636/209209213667https://revistas.uepg.br/index.php/olhardeprofessor/article/view/15636/209209216477https://revistas.uepg.br/index.php/olhardeprofessor/article/view/15636/209209216478Cotrado, Bethzabéinfo:eu-repo/semantics/openAccess2022-03-16T21:40:05Zoai:uepg.br:article/15636Revistahttps://revistas2.uepg.br/index.php/olhardeprofessor/indexPUBhttps://revistas2.uepg.br/index.php/olhardeprofessor/oaiolhardeprofessor@uepg.br||1984-01871518-5648opendoar:2022-03-16T21:40:05Olhar de Professor (Online) - Universidade Estadual de Ponta Grossa (UEPG)false
dc.title.none.fl_str_mv Policies of the new Public Management in Peru: teachers in the culture of performativity
Políticas educativas de la Nueva Gestión Pública en Perú: los docentes en la cultura de la performatividad
Políticas educacionais da Nova Gestão Pública no Peru: os docentes na cultura da performatividade educacional
title Policies of the new Public Management in Peru: teachers in the culture of performativity
spellingShingle Policies of the new Public Management in Peru: teachers in the culture of performativity
Cotrado, Bethzabé
Professor. Avaliação externa. Performatividade. Política educacional.
Teacher. Standardized assessments. Performativity. Educational policy.
Docente. Evaluación estandarizada. Performatividad. Política educativa .
title_short Policies of the new Public Management in Peru: teachers in the culture of performativity
title_full Policies of the new Public Management in Peru: teachers in the culture of performativity
title_fullStr Policies of the new Public Management in Peru: teachers in the culture of performativity
title_full_unstemmed Policies of the new Public Management in Peru: teachers in the culture of performativity
title_sort Policies of the new Public Management in Peru: teachers in the culture of performativity
author Cotrado, Bethzabé
author_facet Cotrado, Bethzabé
author_role author
dc.contributor.author.fl_str_mv Cotrado, Bethzabé
dc.subject.por.fl_str_mv Professor. Avaliação externa. Performatividade. Política educacional.
Teacher. Standardized assessments. Performativity. Educational policy.
Docente. Evaluación estandarizada. Performatividad. Política educativa .
topic Professor. Avaliação externa. Performatividade. Política educacional.
Teacher. Standardized assessments. Performativity. Educational policy.
Docente. Evaluación estandarizada. Performatividad. Política educativa .
description The objective is to analyze the construction of the culture of performativity from the configuration of the educational policies of the New Public Management (NPM) in Peru. The study carried out within the framework of a qualitative methodology comprises two stages. First, three political provisions of the NPM that currently regulate the Peruvian educational environment are identified: decentralization and autonomy of educational management, standardized evaluations of learning achievement and economic bonuses. Second, interviews of eleven educational actors from the Puno region are examined, in order to know their pedagogical experiences and understand their identity processes. The results show that the incorporation of the NPM political measures would be promoting the development of sustained performative practices in the effectiveness, competitiveness and improvement of learning results.
publishDate 2020
dc.date.none.fl_str_mv 2020-10-08
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
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10.5212/OlharProfr.v.23.2020.15636.209209229631.0720
url https://revistas.uepg.br/index.php/olhardeprofessor/article/view/15636
identifier_str_mv 10.5212/OlharProfr.v.23.2020.15636.209209229631.0720
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.uepg.br/index.php/olhardeprofessor/article/view/15636/209209213667
https://revistas.uepg.br/index.php/olhardeprofessor/article/view/15636/209209216477
https://revistas.uepg.br/index.php/olhardeprofessor/article/view/15636/209209216478
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dc.publisher.none.fl_str_mv Editora UEPG
publisher.none.fl_str_mv Editora UEPG
dc.source.none.fl_str_mv Olhar de Professor; Bd. 23 (2020): Publicação Contínua; 1-13
Olhar de Professor; Vol. 23 (2020): Publicação Contínua; 1-13
Olhar de Professor; Vol. 23 (2020): Publicação Contínua; 1-13
Olhar de Professor; Vol. 23 (2020): Publicação Contínua; 1-13
Olhar de Professor; v. 23 (2020): Publicação Contínua; 1-13
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