Anti-padronização e movimentos de opt-out na educação: Resistência, disputas e transformação

Autores

  • Javier Campos Martinez Universidad Austral de Chile https://orcid.org/0000-0002-2695-8896
  • Alejandra Falabella Universidad Alberto Hurtado
  • Jessica Holloway Australian Catholic University
  • Diego Santori King's College London

DOI:

https://doi.org/10.14507/epaa.30.7506

Palavras-chave:

responsabilização, teste, movimentos de opt-out, movimentos sociais, resistência

Resumo

As políticas de teste, comparação de pontuação e responsabilização tornaram-se uma parte onipresente da escolaridade na maioria dos países no século XXI. A persistência dessas medidas de hipervigilância ocorreu apesar de uma quantidade cada vez maior de evidências que ilustram os efeitos negativos desse tipo de política. Enquanto isso, diversos atores escolares tornaram-se cada vez mais céticos sobre como os testes estão sendo usados, levando vários grupos a mobilizar e resistir a essas tendências na educação. Esta edição especial analisa esses movimentos de resistência às medidas de responsabilização escolar no mundo, reunindo experiências de resistência de movimentos em países da América do Sul, Europa, América do Norte e Ásia. Este artigo fornece ferramentas teóricas para analisar a resistência e apresenta uma visão geral desses movimentos, destacando tendências e variações comuns referentes a seus objetivos, estratégias políticas e resultados.

Downloads

Não há dados estatísticos.

Biografia do Autor

Javier Campos Martinez, Universidad Austral de Chile

Javier Campos Martínez is assistant professor at the Institute of Education Sciences of the Universidad Austral de Chile, researching educational inclusion in teacher training and higher education. He participates in the Working Group on Educational Policies and the Right to Education of the Latin American Council of Social Sciences (CLACSO), and is one of the national coordinators of the Teacher Work Studies Network (ESTRADO) in Chile. Co-founder of the campaign against Chilean standardized tests “Alto al SIMCE,” he has worked on designing and implementing experimental programs that foster inclusion and school success through assessment for learning at the local level.

Alejandra Falabella, Universidad Alberto Hurtado

Alejandra Falabella is an associate professor of the Department of Educational Policy and School Development at Universidad Alberto Hurtado (Chile). Her main areas of interest are in sociology of education and the relationship between education policy, school practices, social class and gender. Falabella’s research focuses on the ways market-driven and accountability policies are understood and experienced among schools and families. Recently she has studied the ways new public management policies affect early childhood education, using feminist theory. Falabella is associate editor of the journal Education Policy Analysis Archives. 

Jessica Holloway, Australian Catholic University

Jessica Holloway is a senior research fellow and Australian Research Council DECRA Fellow within the Institute for Learning Sciences and Teacher Education (ILSTE) and the Research Centre for Digital Data and Assessment in Education at Australian Catholic University. Her research draws on political theory and policy sociology to follow two major lines of inquiry: (1) how metrics, data and digital tools produce new conditions, practices and subjectivities, especially as this relates to teachers and schools, and (2) how teachers and schools are positioned to respond to the evolving and emerging needs of their students and communities.

Diego Santori, King's College London

Diego Santori is a senior lecturer in education and society at King’s College London. His research interests include the relationships between education policy, economics and subjectivity and the ways in which their interpenetration produce new cultural forms and practices. His work has appeared in leading academic journals and major international collections such as the World Yearbook of Education 2016, the International Handbook on Ethnography of Education‏, and the Handbook of Global Policy and Policy-Making in Education. Together with Stephen Ball and Carolina Junemann he has published Edu.net: Globalisation and Education Policy Mobility (Routledge, 2017). He has also served as a panel member for prestigious funding bodies such as UKRI. He is currently researching the impact of test-based accountability on teacher-pupil interaction; and the mechanisms, motivations and influence of grassroots organisations involved in resisting standardised testing in England.

Downloads

Publicado

2022-09-06

Como Citar

Campos Martinez, J., Falabella, A., Holloway, J., & Santori, D. (2022). Anti-padronização e movimentos de opt-out na educação: Resistência, disputas e transformação. Arquivos Analíticos De Políticas Educativas, 30, (132). https://doi.org/10.14507/epaa.30.7506

Edição

v. 30 (2022)

Seção

Testing Opt-out Movements

Licença

Copyright (c) 2022 Javier Campos Martinez, Alejandra Falabella, Jessica Holloway , Diego Santori

Creative Commons License
Este trabalho está licenciado sob uma licença Creative Commons Attribution-ShareAlike 4.0 International License.

Artigos mais lidos pelo mesmo(s) autor(es)