Reforma educacional como barbárie social

Economismo E O Fim Da Autenticidade

Bibliographic Data

ID4983507
AuthorsStephen Ball (0000-0001-7446-4201, University of London, corresponding author), Stephen J Ball
Year2012
Volume7
Issue1
Pages33-52
Publication date2012-06-28
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenuePraxis Educativa (JOURNAL)
Journal identifiersISSN: 1809-4031 • E-ISSN: 1809-4309
PublisherUniversidade Estadual de Ponta Grossa (UEPG) (PUBLISHER)
DOI10.5212/praxeduc.v.7i1.0002
OpenAlexW2001520774
LanguageES
Citations received14
References cited32

This paper develops previous work on the role of performativity in changing professional practice and practitioner subjectivities in education.It is argued that the technologies of comparison, measurement and accountability, that are currently proliferating in education systems around the world, are not simply new ways of monitoring outcomes but are actively changing what they purport to describe.They change the meaning of teaching and what it means to teach.These technologies of reform are changing the ways that teachers think about what they do, relate to colleagues and to their students.Sociability and collectivity are being destroyed and are being replaced by suspicion, competition, guilt and envy, a new highly charged repertoire of emotions and deformed social relations

Performativity · Education Pedagogy and Practices · Global Educational Policies and Reforms

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Open DOIOpen Access