Dimensiones epistemológicas en los sistemas de accountability de la calidad educativa
Elementos Para Una Interrogación Crítica
Bibliographic Data
| ID | 4283340 |
|---|---|
| Authors | Carmelo Galioto (0000-0001-6951-8172, Pontificia Universidad Católica de Chile), Luis Manuel Flores-González (0000-0001-6962-8443, Pontificia Universidad Católica de Chile) |
| Year | 2021 |
| Volume | 26 |
| Publication date | 2021-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Revista Brasileira de Educação (JOURNAL) |
| Journal identifiers | ISSN: 1413-2478 • E-ISSN: 1809-449X |
| Publisher | FapUNIFESP (SciELO) (PUBLISHER) |
| DOI | 10.1590/s1413-24782021260079 |
| OpenAlex | W4206747685 |
| SCIELO_PID | S1413-24782021000100257 |
| Language | ES |
| Citations received | 2 |
| References cited | 43 |
El artículo interroga críticamente las premisas epistemológicas que fundamentan los sistemas de accountability de la calidad educativa. El foco de este ejercicio teórico es la concepción del conocimiento que subyace en los indicadores de la calidad educativa, con la finalidad de discutir sus principios y límites fundamentales. En la primera parte, y tomando como referencia el caso chileno, desarrollamos una descripción general de la accountability, y de los supuestos epistemológicos que justifican su coherencia interna, así como de una supuesta objetividad, referida a estándares de medición y de rendimiento. En la segunda sección, problematizamos los límites de la noción de objetividad desde enfoques epistemológicos de la física contemporánea y de la fenomenología. En conclusión, planteamos algunas implicancias y lineamientos para las políticas de aseguramiento de la calidad educativa
Humanities · Education and Teacher Training · Educational Innovations and Technology · Philosophy
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Capital is Back
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High Stakes Testing and the Structure of the Mind
Governing by numbers
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Education, governance and the tyranny of numbers
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Contesting educational assessment policies in Australia
Do national test scores and quality labels trigger school self-assessment and accountability? A critical analysis in the Chilean context
The OECD and the expansion of Pisa
Educational testing as an accountability measure
Accountability as a policy technology
High-Stakes Testing and Curricular Control
Transparency and Opacity
Foundations of Place
Dispositivo de evaluación y gubernamentalidad del sistema educacional
Looking East
The teacher's soul and the terrors of performativity
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Indicadores de qualidade na educação
Política educativa chilena 1965-2009
La mesure de l'école
The sublime objects of education policy
The multiple effects of international large-scale assessment on education policy and research
Reforming governance through policy instruments
| Unique citing works | 2 |
|---|---|
| Citations per year | 0,5 |
| Citation span | 2022 - 2023 (2) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 2 |