Políticas públicas de avaliação educacional e accountability: especificidades na educação básica do Brasil e do México.

Abstract

The present research had as general objective to analyze the specificities of public policies of educational evaluation and accountability in basic education in Brazil and Mexico, an objective that unfolds in the following specific objectives: a) to identify singularities that circumscribe the performance of the State from the field and symbolic power, in addition to its role as an evaluator and regulator of education; b) verify particularities that conceptually demarcate the issue of accountability in education; c) apprehend the performance and influence of International Organizations in the determination of national education and evaluation systems; d) investigate the directions of academic-scientific productions related to accountability in Brazil and Mexico; e) explain the specificities of basic education evaluation and accountability policies in Brazil and Mexico from the perspective of comparative education; and f) to compare specificities and perspectives on educational evaluation policies and accountability mechanisms in the configuration of national basic education systems in Brazil and Mexico. We anchor our research in Bourdieu (1989, 2003, 2008, 2014) and his concepts of State, field, symbolic power and scientific capital, in Bereday (1972), Bray and Thomas (1995), Nóvoa (2009) in the scope of comparative education , in Afonso (2007, 2008, 2014), Moreno (2016), González and Monarca (2018), Rodall (2006), O'Donnell (1998), Schedler (1999), Schneider and Nardi (2019) on accountability, not never forgetting the centrality of comparison in the research, a methodological option that demonstrated that the possibility of apprehending reality from different perspectives and reflections from other experiences are unique. We also make use of the Iramuteq software to map the production of knowledge, justified by the possibility of a significant increase in the efficiency of the procedures and the ease of locating textual fragments. In addition, methodologically, we also carry out document and content analysis that help us understand the legal apparatus of the national education and evaluation systems of the two countries. The research results show that accountability has different perspectives when used in both countries, with different conceptualizations, and in the Brazilian case, the distinction of educational accountability prevails, which includes evaluation and/or rendering of accounts and/or accountability. In the Mexican context, the concept has more emphatic roots coming from the area of administration, where even the terminology originates, we are referring to the prevalence of accountability in the educational environment. In addition, different fields, such as International Organizations and States, operate within the scope of symbolic power, insofar as they recommend, formulate and institute educational policies, namely in the context of educational evaluation, while also regulating and evaluating the system itself, making the education system and its agents responsible for their own actions reflected in the results. In short, thinking about what form of accountability is being put into practice and for what purposes is the challenge, considering that the legal documents analyzed show evidence of accountability and responsibility directed towards the school and teachers, especially in relation to the goals, purely quantitative and classificatory linked to the results of the evaluations.