Educational accountability in Brazil: meanings, challenges and criticisms

Detalhes bibliográficos
Autor(a) principal: Gomes, Liduina Maria
Data de Publicação: 2022
Outros Autores: Vidal, Eloisa Maia
Tipo de documento: Artigo
Idioma: por
Título da fonte: Research, Society and Development
Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/27567
Resumo: The article proposes to analyze how, from the 1980s onwards, the mechanisms of accountability in Brazilian basic education were forged, considering the emergence and strengthening of large-scale evaluations. It is characterized as a qualitative research, consisting of a literature review, of an exploratory and explanatory nature, with data collected from bibliographic and documentary research, but does not exhaust the production of the field. In order to understand the implementation of Brazilian public policy in the area of basic education, it is essential to understand how the federative pact is organized in the country, considering the functions attributed to the Union, states, Federal District and municipalities and how the idea of the State-evaluator and the managerial model that permeate the neoliberal ideology are assimilated and disseminated in the public administration. The creation, in Brazil, of large-scale assessment mechanisms dates back to the 1980s, with the Basic Education Evaluation System and based on changes made to the exam, so that it can support the creation of accountability mechanisms, implementing accountability policies, which start to populate the reality of Brazilian education systems and public schools. The creation of the Basic Education Development Index, in 2007, allowed the projection and monitoring of goals that are necessary to achieve the desired results and since then, large-scale evaluations have acquired prominence in educational policy, and various mechanisms of accountability are being created.
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spelling Educational accountability in Brazil: meanings, challenges and criticismsResponsabilidad educativa en Brasil: significados, desafíos y críticasAccountability educacional no Brasil: significados, desafios e críticasEducación básicaResponsabilidadPacto federativoEvaluaciones a gran escalaBrasil.Educação básicaAccountabilityPacto federativoAvaliações em larga escalaBrasil.Basic educationAccountabilityFederative pactLarge-scale evaluationsBrazil.The article proposes to analyze how, from the 1980s onwards, the mechanisms of accountability in Brazilian basic education were forged, considering the emergence and strengthening of large-scale evaluations. It is characterized as a qualitative research, consisting of a literature review, of an exploratory and explanatory nature, with data collected from bibliographic and documentary research, but does not exhaust the production of the field. In order to understand the implementation of Brazilian public policy in the area of basic education, it is essential to understand how the federative pact is organized in the country, considering the functions attributed to the Union, states, Federal District and municipalities and how the idea of the State-evaluator and the managerial model that permeate the neoliberal ideology are assimilated and disseminated in the public administration. The creation, in Brazil, of large-scale assessment mechanisms dates back to the 1980s, with the Basic Education Evaluation System and based on changes made to the exam, so that it can support the creation of accountability mechanisms, implementing accountability policies, which start to populate the reality of Brazilian education systems and public schools. The creation of the Basic Education Development Index, in 2007, allowed the projection and monitoring of goals that are necessary to achieve the desired results and since then, large-scale evaluations have acquired prominence in educational policy, and various mechanisms of accountability are being created.El artículo se propone analizar cómo, a partir de la década de 1980, se forjaron los mecanismos de responsabilidad en la educación básica brasileña, considerando el surgimiento y fortalecimiento de las evaluaciones de gran escala. Se caracteriza por ser una investigación cualitativa, que consiste en una revisión de la literatura, de carácter exploratorio y explicativo, con datos recogidos de la investigación bibliográfica y documental, pero no agota la producción del campo. Para comprender la implementación de la política pública brasileña en el área de la educación básica, es fundamental comprender cómo se organiza el pacto federativo en el país, considerando las funciones atribuidas a la Unión, estados, Distrito Federal y municipios y cómo la idea del Estado-evaluador y el modelo gerencial que impregnan la ideología neoliberal son asimilados y difundidos en la administración pública. La creación, en Brasil, de mecanismos de evaluación a gran escala se remonta a la década de 1980, con el Sistema de Evaluación de la Educación Básica y a partir de modificaciones realizadas al examen, para que pueda apoyar la creación de mecanismos de responsabilidad, implementando políticas de responsabilidad, que comienzan a poblar la realidad de los sistemas educativos brasileños y de las escuelas públicas. La creación del Índice de Desarrollo de la Educación Básica, en 2007, permitió la proyección y seguimiento de metas que son necesarias para lograr los resultados deseados y desde entonces, las evaluaciones a gran escala han adquirido protagonismo en la política educativa, y se están creando diversos mecanismos de responsabilidad.O artigo se propõe a analisar como se forja, a partir dos anos 1980, os mecanismos de accountability na educação básica brasileira, considerando a emergência e o fortalecimento das avaliações em larga escala. Caracteriza-se como uma pesquisa de natureza qualitativa, consistindo numa revisão de literatura, de natureza narrativa e explicativa, com dados coletados a partir de pesquisa bibliográfica e documental, mas que não esgota toda a produção da área. Para compreender a implementação da política pública brasileira na área de educação básica é imprescindível a compreensão de como se organiza o pacto federativo no país considerando as funções atribuídas a União, estados, Distrito Federal e municípios e de que modo a ideia do Estado-avaliador e o modelo gerencial que permeiam o ideário neoliberal são assimilados e disseminados na administração pública. A criação no Brasil de mecanismos de avaliação em larga escala remonta a década de 1980, com o Sistema de Avaliação da Educação Básica e a partir de mudanças são realizadas no exame de modo que ele possa servir de suporte à criação de mecanismos de accountability, implementando políticas de responsabilização, que passam a povoar a realidade dos sistemas de ensino e das escolas públicas brasileiras. A criação do Índice de Desenvolvimento da Educação Básica, em 2007, possibilitou a projeção e o monitoramento de metas que são necessárias para o atingimento dos resultados desejados e desde então, as avaliações em larga escala tem adquirido protagonismo na política educacional, e variados mecanismos de accountability vem sendo criados.Research, Society and Development2022-03-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/2756710.33448/rsd-v11i4.27567Research, Society and Development; Vol. 11 No. 4; e37911427567Research, Society and Development; Vol. 11 Núm. 4; e37911427567Research, Society and Development; v. 11 n. 4; e379114275672525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/27567/24008Copyright (c) 2022 Liduina Maria Gomes; Eloisa Maia Vidalhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessGomes, Liduina MariaVidal, Eloisa Maia2022-03-27T17:17:09Zoai:ojs.pkp.sfu.ca:article/27567Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:45:15.748757Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false
dc.title.none.fl_str_mv Educational accountability in Brazil: meanings, challenges and criticisms
Responsabilidad educativa en Brasil: significados, desafíos y críticas
Accountability educacional no Brasil: significados, desafios e críticas
title Educational accountability in Brazil: meanings, challenges and criticisms
spellingShingle Educational accountability in Brazil: meanings, challenges and criticisms
Gomes, Liduina Maria
Educación básica
Responsabilidad
Pacto federativo
Evaluaciones a gran escala
Brasil.
Educação básica
Accountability
Pacto federativo
Avaliações em larga escala
Brasil.
Basic education
Accountability
Federative pact
Large-scale evaluations
Brazil.
title_short Educational accountability in Brazil: meanings, challenges and criticisms
title_full Educational accountability in Brazil: meanings, challenges and criticisms
title_fullStr Educational accountability in Brazil: meanings, challenges and criticisms
title_full_unstemmed Educational accountability in Brazil: meanings, challenges and criticisms
title_sort Educational accountability in Brazil: meanings, challenges and criticisms
author Gomes, Liduina Maria
author_facet Gomes, Liduina Maria
Vidal, Eloisa Maia
author_role author
author2 Vidal, Eloisa Maia
author2_role author
dc.contributor.author.fl_str_mv Gomes, Liduina Maria
Vidal, Eloisa Maia
dc.subject.por.fl_str_mv Educación básica
Responsabilidad
Pacto federativo
Evaluaciones a gran escala
Brasil.
Educação básica
Accountability
Pacto federativo
Avaliações em larga escala
Brasil.
Basic education
Accountability
Federative pact
Large-scale evaluations
Brazil.
topic Educación básica
Responsabilidad
Pacto federativo
Evaluaciones a gran escala
Brasil.
Educação básica
Accountability
Pacto federativo
Avaliações em larga escala
Brasil.
Basic education
Accountability
Federative pact
Large-scale evaluations
Brazil.
description The article proposes to analyze how, from the 1980s onwards, the mechanisms of accountability in Brazilian basic education were forged, considering the emergence and strengthening of large-scale evaluations. It is characterized as a qualitative research, consisting of a literature review, of an exploratory and explanatory nature, with data collected from bibliographic and documentary research, but does not exhaust the production of the field. In order to understand the implementation of Brazilian public policy in the area of basic education, it is essential to understand how the federative pact is organized in the country, considering the functions attributed to the Union, states, Federal District and municipalities and how the idea of the State-evaluator and the managerial model that permeate the neoliberal ideology are assimilated and disseminated in the public administration. The creation, in Brazil, of large-scale assessment mechanisms dates back to the 1980s, with the Basic Education Evaluation System and based on changes made to the exam, so that it can support the creation of accountability mechanisms, implementing accountability policies, which start to populate the reality of Brazilian education systems and public schools. The creation of the Basic Education Development Index, in 2007, allowed the projection and monitoring of goals that are necessary to achieve the desired results and since then, large-scale evaluations have acquired prominence in educational policy, and various mechanisms of accountability are being created.
publishDate 2022
dc.date.none.fl_str_mv 2022-03-21
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://rsdjournal.org/index.php/rsd/article/view/27567
10.33448/rsd-v11i4.27567
url https://rsdjournal.org/index.php/rsd/article/view/27567
identifier_str_mv 10.33448/rsd-v11i4.27567
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/27567/24008
dc.rights.driver.fl_str_mv Copyright (c) 2022 Liduina Maria Gomes; Eloisa Maia Vidal
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Liduina Maria Gomes; Eloisa Maia Vidal
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 Research, Society and Development
publisher.none.fl_str_mv Research, Society and Development
dc.source.none.fl_str_mv Research, Society and Development; Vol. 11 No. 4; e37911427567
Research, Society and Development; Vol. 11 Núm. 4; e37911427567
Research, Society and Development; v. 11 n. 4; e37911427567
2525-3409
reponame:Research, Society and Development
instname:Universidade Federal de Itajubá (UNIFEI)
instacron:UNIFEI
instname_str Universidade Federal de Itajubá (UNIFEI)
instacron_str UNIFEI
institution UNIFEI
reponame_str Research, Society and Development
collection Research, Society and Development
repository.name.fl_str_mv Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)
repository.mail.fl_str_mv rsd.articles@gmail.com
_version_ 1797052826578321408

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