The value of public education : quantitative results
Autor(a) principal: | |
---|---|
Data de Publicação: | 2022 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Aurora (Online) |
Texto Completo: | https://revistas.marilia.unesp.br/index.php/aurora/article/view/13386 |
Resumo: | This article seeks to reflect on the impacts of managerial ideology observed in the search for quantifiable results in public schools. Therefore, we will analyze some of the impacts of external evaluations on public school in the state of Rio Grande do Sul (RS), between the years 2015-2020. The objective is to understand the so-called quasi-market in public school, adapted by a technocratic logic that is inserted in the education processes through managerialism and managerialization aiming, in this particular, to build curricula for quantitative results. In addition to the exchanges between companies and schools that also foster a quasi-market. For that, we observe points of the crisis of capitalism, from the 1980s, which helped to strengthen this technocratic logic in the public sector. What is sought to show in the concrete management of public education resources, based on the gaucho taxation policy between the years 2015-2020. For this, in addition to the bibliographic analysis, we used semi-structured interviews, which took place between 2018 and 2020, among five state public high schools in the city of Santa Maria/RS. In schools, the following were interviewed: teachers; director; pedagogical coordinators; deputy director, totaling nine respondents. With the use of the interview, the predominance of perspectives of the interviewees in tension with understandings about what should underlie the work of school socialization was observed. For, first, as observed in these reports, the concern should be the student's actual learning, which is beyond the numbers. KEYWORDS: Public school. External assessments. Quasi-market. Quantitative results. |
id |
UNESP-32_004e073a945cf1092fe005b946cf00a7 |
---|---|
oai_identifier_str |
oai:ojs.revistas.marilia.unesp.br:article/13386 |
network_acronym_str |
UNESP-32 |
network_name_str |
Revista Aurora (Online) |
repository_id_str |
|
spelling |
The value of public education : quantitative resultsO valor da educação pública: resultados quantitativosEscola públicaAvaliações externas.Quase-mercado.Resultados quantitativos.Public schoolExternal assessmentsQuasi-marketQuantitative resultsThis article seeks to reflect on the impacts of managerial ideology observed in the search for quantifiable results in public schools. Therefore, we will analyze some of the impacts of external evaluations on public school in the state of Rio Grande do Sul (RS), between the years 2015-2020. The objective is to understand the so-called quasi-market in public school, adapted by a technocratic logic that is inserted in the education processes through managerialism and managerialization aiming, in this particular, to build curricula for quantitative results. In addition to the exchanges between companies and schools that also foster a quasi-market. For that, we observe points of the crisis of capitalism, from the 1980s, which helped to strengthen this technocratic logic in the public sector. What is sought to show in the concrete management of public education resources, based on the gaucho taxation policy between the years 2015-2020. For this, in addition to the bibliographic analysis, we used semi-structured interviews, which took place between 2018 and 2020, among five state public high schools in the city of Santa Maria/RS. In schools, the following were interviewed: teachers; director; pedagogical coordinators; deputy director, totaling nine respondents. With the use of the interview, the predominance of perspectives of the interviewees in tension with understandings about what should underlie the work of school socialization was observed. For, first, as observed in these reports, the concern should be the student's actual learning, which is beyond the numbers. KEYWORDS: Public school. External assessments. Quasi-market. Quantitative results.Este artigo busca trazer para reflexão os impactos da ideologia gerencial observada na busca pelos resultados quantificativos da escola pública. Portanto, analisaremos alguns dos impactos das avaliações externas na escola pública do estado do Rio Grande do Sul (RS), entre os anos de 2015-2020. Objetiva-se compreender o dito quase-mercado na escola pública, adaptado por uma lógica tecnocrática que se insere nos processos da educação por meio do gerencialismo e gerencialização visando, nesse particular, construir currículos para os resultados quantitativos. Além das trocas entre empresas e escolas que também fomentam um quase-mercado. Para tanto, observamos pontos da crise do capitalismo, a partir da década de 1980, que ajudou a fortalecer está lógica tecnocrática no setor público. O que se busca mostrar na gestão concreta dos recursos públicos da educação, com base na política de tributação gaúcha entre os anos de 2015-2020. Para isso, além da análise bibliográfica, lançamos mão de entrevista semiestruturada, ocorridas entre os anos de 2018 e 2020, entre cinco escolas públicas estaduais com ensino médio na cidade de Santa Maria/RS. Nas escolas foram entrevistados: professoras; diretora; coordenadores pedagógicos; vice-diretora, totalizando nove entrevistados. Com o uso da entrevista, foi observado a predominância de perspectivas dos entrevistados em tensão com entendimentos sobre aquilo que deve estar subjacente ao trabalho de socialização escolar. Pois, primeiramente, conforme observado nesses relatos, a preocupação deveria ser o aprendizado de fato do aluno, o que está para além dos números.Faculdade de Filosofia e Ciências2022-12-23info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.marilia.unesp.br/index.php/aurora/article/view/1338610.36311/1982-8004.2022.v15.n2.p23-48Revista Aurora; v. 15 n. 2 (2022); 23-48Revista Aurora; Vol. 15 No. 2 (2022); 23-48Revista Aurora; Vol. 15 Núm. 2 (2022); 23-481982-80042177-0484reponame:Revista Aurora (Online)instname:Universidade Estadual Paulista (UNESP)instacron:UNESPporhttps://revistas.marilia.unesp.br/index.php/aurora/article/view/13386/10445Copyright (c) 2022 Revista Aurorahttps://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessde Almeida Jardim, Cristiane2024-04-02T22:48:04Zoai:ojs.revistas.marilia.unesp.br:article/13386Revistahttps://revistas.marilia.unesp.br/index.php/aurora/indexPUBhttps://revistas.marilia.unesp.br/index.php/aurora/oaiaurora.revista@gmail.com||1982-80041982-8004opendoar:2024-04-02T22:48:04Revista Aurora (Online) - Universidade Estadual Paulista (UNESP)false |
dc.title.none.fl_str_mv |
The value of public education : quantitative results O valor da educação pública: resultados quantitativos |
title |
The value of public education : quantitative results |
spellingShingle |
The value of public education : quantitative results de Almeida Jardim, Cristiane Escola pública Avaliações externas. Quase-mercado. Resultados quantitativos. Public school External assessments Quasi-market Quantitative results |
title_short |
The value of public education : quantitative results |
title_full |
The value of public education : quantitative results |
title_fullStr |
The value of public education : quantitative results |
title_full_unstemmed |
The value of public education : quantitative results |
title_sort |
The value of public education : quantitative results |
author |
de Almeida Jardim, Cristiane |
author_facet |
de Almeida Jardim, Cristiane |
author_role |
author |
dc.contributor.author.fl_str_mv |
de Almeida Jardim, Cristiane |
dc.subject.por.fl_str_mv |
Escola pública Avaliações externas. Quase-mercado. Resultados quantitativos. Public school External assessments Quasi-market Quantitative results |
topic |
Escola pública Avaliações externas. Quase-mercado. Resultados quantitativos. Public school External assessments Quasi-market Quantitative results |
description |
This article seeks to reflect on the impacts of managerial ideology observed in the search for quantifiable results in public schools. Therefore, we will analyze some of the impacts of external evaluations on public school in the state of Rio Grande do Sul (RS), between the years 2015-2020. The objective is to understand the so-called quasi-market in public school, adapted by a technocratic logic that is inserted in the education processes through managerialism and managerialization aiming, in this particular, to build curricula for quantitative results. In addition to the exchanges between companies and schools that also foster a quasi-market. For that, we observe points of the crisis of capitalism, from the 1980s, which helped to strengthen this technocratic logic in the public sector. What is sought to show in the concrete management of public education resources, based on the gaucho taxation policy between the years 2015-2020. For this, in addition to the bibliographic analysis, we used semi-structured interviews, which took place between 2018 and 2020, among five state public high schools in the city of Santa Maria/RS. In schools, the following were interviewed: teachers; director; pedagogical coordinators; deputy director, totaling nine respondents. With the use of the interview, the predominance of perspectives of the interviewees in tension with understandings about what should underlie the work of school socialization was observed. For, first, as observed in these reports, the concern should be the student's actual learning, which is beyond the numbers. KEYWORDS: Public school. External assessments. Quasi-market. Quantitative results. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-12-23 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistas.marilia.unesp.br/index.php/aurora/article/view/13386 10.36311/1982-8004.2022.v15.n2.p23-48 |
url |
https://revistas.marilia.unesp.br/index.php/aurora/article/view/13386 |
identifier_str_mv |
10.36311/1982-8004.2022.v15.n2.p23-48 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.marilia.unesp.br/index.php/aurora/article/view/13386/10445 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Revista Aurora https://creativecommons.org/licenses/by/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Revista Aurora https://creativecommons.org/licenses/by/4.0/ |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Faculdade de Filosofia e Ciências |
publisher.none.fl_str_mv |
Faculdade de Filosofia e Ciências |
dc.source.none.fl_str_mv |
Revista Aurora; v. 15 n. 2 (2022); 23-48 Revista Aurora; Vol. 15 No. 2 (2022); 23-48 Revista Aurora; Vol. 15 Núm. 2 (2022); 23-48 1982-8004 2177-0484 reponame:Revista Aurora (Online) instname:Universidade Estadual Paulista (UNESP) instacron:UNESP |
instname_str |
Universidade Estadual Paulista (UNESP) |
instacron_str |
UNESP |
institution |
UNESP |
reponame_str |
Revista Aurora (Online) |
collection |
Revista Aurora (Online) |
repository.name.fl_str_mv |
Revista Aurora (Online) - Universidade Estadual Paulista (UNESP) |
repository.mail.fl_str_mv |
aurora.revista@gmail.com|| |
_version_ |
1797053558658433024 |