La globalización de la rendición de cuentas en el ámbito educativo: una revisión de factores y actores de difusión de políticas

Antoni Verger, Lluís Parcerisa

Resumo


El artículo analiza los factores y condiciones que han favorecido la difusión de las políticas de rendición de cuentas a escala global, y el papel desempeñado por las organizaciones internacionales (OI) más prominentes en el campo educativo al respecto. Metodológicamente, el artículo se basa en una aproximación a la revisión de la literatura conocida como scoping review que incluye 51 artículos. El artículo muestra que la globalización de la rendición de cuentas en educación es el resultado de la confluencia de factores de una naturaleza muy diferente, e identifica las convergencias y divergencias entre diferentes OIs a la hora de promover reformas basadas en la rendición de cuentas.

Palavras-chave


Rendición de Cuentas; pruebas estandarizadas; Política Educativa; Gobernanza Global; Organizaciones Internacionales; Nueva Gestión Pública.

Texto completo:

PDF

Referências


ADDEY, Camilla. & SELLAR, Sam. Why do countries participate in PISA? Understanding the role of international large-scale assessments in global education policy. In Verger, A., Novelli, M. & Altinyelken, H. K. (Eds.), Global Education Policy and International Development: New Agendas, Issues and Policies. New York: Bloomsbury Academic, 2018, Forthcoming.

ANDERSEN, Simon Calmar. The impact of public management reforms on student performance in Danish schools. Public Administration, v. 86, n. 2, p.541-558, 2008. https://doi.org/10.1111/j.1467-9299.2008.00717.x

AU, Wayne. High-stakes testing and curricular control: A qualitative metasynthesis. Educational Researcher, v.36, n. 5, p.258-267, 2007. https://doi.org/10.3102/0013189X07306523

BARROSO, Joao. utilização do conhecimento em política: o caso da gestão escolar em Portugal, Educaçao & Sociedade, v. 30, n. 109, p.987-1007. 2009. https://doi.org/10.1590/S0101-73302009000400004

BOVENS, Mark. Analysing and assessing accountability: a conceptual framework. European law journal, v.13, n.4, p.447-468, 2007. https://doi.org/10.1111/j.1468-0386.2007.00378.x

BREAKSPEAR, Simon. The Policy Impact of PISA: An Exploration of the Normative Effects of International Benchmarking in School System Performance. OECD Education Working Papers, n.71. OECD Publishing, 2007. DOI: http://dx.doi.org/10.1787/5k9fdfqffr28-en

BROOKE, Nigel. The future of educational accountability policies in Brazil. Cadernos de Pesquisa, v. 36, n. 128, p. 377-401, 2006. https://doi.org/10.1590/S0100-15742006000200006

BRUNS, Barbara, FILMER, Deon, and PATRINOS, Harry, A. Making Schools Work: New Evidence on Accountability Reforms. Washington, DC: World Bank Group, 2011. https://doi.org/10.1596/978-0-8213-8679-8

CARNOY, Martin; & RHOTEN, Diana. What does globalization mean for educational change? A comparative approach. Comparative education review, v. 46, n. 1, p.1-9, 2002. https://doi.org/10.1086/324053

CARNOY, Martin. Educational policies in the face of globalization: Whither the Nation State? In: K. Mundy, K; Green, A; Lingard, R; & Verger, A. (Eds.), Handbook of global policy and policy-making in education. West Sussex, UK: Wiley-Blackwell, 2016, p. 22-42. https://doi.org/10.1002/9781118468005.ch1

CODD, John. Teachers as ‘managed professionals’ in the global education industry: The New Zealand experience. Educational review, v. 57, n.2, p. 193-206, 2005. https://doi.org/10.1080/0013191042000308369

DARLING-HAMMOND, Linda. Standards, accountability, and school reform. The Teachers College Record, v. 106, n. 6, p.1047-1085, 2004. https://doi.org/10.1111/j.1467-9620.2004.00372.x

EDWARDS, D. Brent. The approach of the World Bank to participation in development and education governance: Trajectories, frameworks, results. En Education Strategy in the Developing World: Revising the World Bank's Education Policy. Emerald Group Publishing Limited, 2012. p. 249-273.

ELSTAD, Eyvind; NORTVEDT, Guri. A; TURMO, Are. The norwegian assessment system: An accountability perspective. Cadmo, v. 17, n. 2, p. 89-103, 2009.

EYBEN, Rosalind. Power, Mutual Accountability and Responsibility in the Practice of International Aid: A Relational Approach. IDS Working Paper 305, 2008.

GREK, Sotiria; LAWN, Martin; LINGARD, Bob; OZGA, Jenny; RINNE, Risto; SEGERHOLM, Christina; & SIMOLA, Hannu. (2009). National policy brokering and the construction of the European Education Space in England, Sweden, Finland and Scotland. Comparative Education, v. 45, n. 1, p. 5-21, 2009. https://doi.org/10.1080/03050060802661378

HAMILTON, L. S., STECHER, B. M., & KLEIN, S. P. (2002). Making sense of test-based accountability in education. Rand Corporation.

HANGARTNER, J., & SVATON, C. J. (2013). From autonomy to quality management: NPM impacts on school governance in Switzerland. Journal of Educational Administration and History, Vol. 45, No. 4, pp. 354-369. https://doi.org/10.1080/00220620.2013.822352

HANUSHEK, Erik; KAIN, John. F; MARKMAN, Jacob. M; & RIVKIN, Steven. G. Does peer ability affect student achievement?. Journal of applied econometrics, v. 18, n. 5, p. 527-544, 2003. https://doi.org/10.1002/jae.741

HANUSHEK, Erik. A., & WOESSMANN, Ludger. The role of cognitive skills in economic development. Journal of Economic Literature, v.46, n.3, p. 607–668, 2008.

HOGAN, Anna; SELLAR, Sam; & LINGARD, Bob. Corporate Social Responsibility and Neo-Social Accountability in Education: The Case of Pearson plc. In: Verger, A; LUBIENSKI, C; and STEINER-KHAMSI, G. (eds). World Yearbook of Education: The Global Education Industry. New York: Routledge. 2016, p. 107-124

HURSH, David. The growth of high‐stakes testing in the USA: accountability, markets and the decline in educational equality. British Educational Research Journal, v. 31, n.5, p.605-622, 2005. https://doi.org/10.1080/01411920500240767

KAMENS, David. H; & BENAVOT, Aaron. National, regional and international learning assessments: Trends among developing countries, 1960–2009.Globalisation, societies and education, v. 9, n. 2, p. 285-300, 2011. https://doi.org/10.1080/14767724.2011.577337

KOYAMA, Jill. Global scare tactics and the call for US schools to be held accountable. American Journal of Education, v. 120, n.1, p. 77-99, 2013. https://doi.org/10.1086/673122

LEICHT, Kevin, T; WALTER, Tony; SAINSAULIEU, Ivan; & DAVIES, Scott. New Public Management and New Professionalism across Nations and Contexts, Current Sociology, v. 57, n. 4, p.581-605, 2009. https://doi.org/10.1177/0011392109104355

LINGARD, Bob. Policy borrowing, policy learning: Testing times in Australian schooling. Critical Studies in Education, v. 51, n. 2, p. 129-147, 2010. https://doi.org/10.1080/17508481003731026

LINGARD, Bob; MARTINO, Wayne; REZAI-RASHTI, Goli; & SELLA, Sam. Globalizing Educational Accountabilities. New York: Routledge, 2016.

LINN, Robert, L. Assessments and accountability. Educational Researcher, v. 29, n. 2, p. 4-16, 2000. https://doi.org/10.3102/0013189X029002004

LIPMAN, Pauline. Making the global city, making inequality: The political economy and cultural politics of Chicago school policy. American Educational Research Journal, v. 39, n. 2, p.379-419, 2002. https://doi.org/10.3102/00028312039002379

LODGE, Martin. Accountability and transparency in regulation: critiques, doctrines and instruments. In: Jordana, J; & Levi-Faur, D. (eds). Politics of Regulation. CRC Series on Competition, Regulation and Development. Cheltenham: Edward Elgar Publishing, , 2004, p. 124-144.

MARTINSSON, Johanna. Global Norms: Creation, Diffusion, and Limits. Washington, DC: World Bank/Communication for Governance and Accountability, 2011.http://siteresources.worldbank.org/EXTGOVACC/Resources/FinalGlobalNormsv1.Pdf, accessed, December 15, 2016. https://doi.org/10.1596/26891

MEYER, Heinz. Dieter; & Benavot, Aaron. (Eds.). PISA, power, and policy: The emergence of global educational governance. Oxford: Symposium Books, 2013. https://doi.org/10.15730/books.85

MOLLER, Jorunn; SKEDSMO, Guri. Modernising education: New Public Management reform in the Norwegian education system. Journal of Educational Administration and History, Vol. 45, No. 4, pp. 336-353, 2013. https://doi.org/10.1080/00220620.2013.822353

MOOS, Lejf. School leadership in a contradictory world. Revista de Investigacion Educativa, Vol. 31, No. 1, pp. 15-29, 2013. https://doi.org/10.6018/rie.31.1.162511

OECD. School autonomy and accountability: Are they related to student performance? PISA in Focus, No, 9, Paris: OECD Publishing, 2011.

OECD. Synergies for Better Learning: An International Perspective on Evaluation and Assessment. Paris: OECD Publishing, 2013.

OZGA, Jenny. Accountability as a policy technology: Accounting for education performance in Europe. International Review of Administrative Sciences, v. 79, n. 2, p. 292-309, 2013. https://doi.org/10.1177/0020852313477763

PALMER, Deborah; & RANGEL, Virginia, Snodgrass. High Stakes Accountability and Policy Implementation: Teacher Decision Making in Bilingual Classrooms in Texas. Educational Policy, v. 25, n. 4, p. 614–647, 2011. https://doi.org/10.1177/0895904810374848

PARCERISA, Lluís; & FALABELLA, Alejandra. La Consolidación del Estado Evaluador a Través de Políticas de Rendición de Cuentas: Trayectoria, Producción y Tensiones en el Sistema Educativo Chileno. Education Policy Analysis Archives, v. 25, n.89, p. 1-27, 2017.

POLLITT, Christopher; & BOUCKAERT, Geert. Public Management Reform: A comparative analysis-new public management, governance, and the Neo-Weberian state. Oxford: Oxford University Press, 2011.

SAYED, Yusuf. After 2015: time for an education quality goal?. Compare, v. 41, n. 1, p.129-130, 2011. https://doi.org/10.1080/03057925.2011.534847

SCOTT, Colin. Accountability in the regulatory state. Journal of law and society, v. 27, n. 1, p. 38-60, 2000.

SMITH, Mary Lee; MILLER-KAHN, LINDA; HEINECKE, Walter; & JARVIS, PATRICIA F. Political Spectacle and the Fate of American Schools. New York: Routledge, 2004. https://doi.org/10.4324/9780203465554

SMITH, W. C. (Ed.). The global testing culture: Shaping education policy, perceptions, and practice. London: Symposium Books Ltd, 2016.

STECHER, Brian; HAMILTON, Laura; & GONZALEZ, Gabriella. Working smarter to leave no child left behind. Santa Monica, CA: Rand Corporation, 2003.

STEINER-KHAMSI, Gita. New directions in policy borrowing research. Asia Pacific Education Review, v. 17, n. 3, p. 381-390, 2016.

TOLOFARI, Sowaribi. New public management and education. Policy Futures in Education, v. 3, n. 1, p. 75–89, 2005. https://doi.org/10.2304/pfie.2005.3.1.11

UNESCO. EFA Global Monitoring Report 2009. Overcoming inequality: why governance matters. Paris: UNESCO, 2009.

UNESCO. Framework for Action Education 2030: Towards inclusive and equitable quality education and lifelong learning for all, 2015. Available at: http://www.uis.unesco.org/Education/Documents/wef-framework-for-action.pdf

UNESCO, Global Education Monitoring Report 2017, Accountability in Education: Meeting our Commitments, 2017. Summary Version in http://gem-report-2017.unesco.org/en/chapter/introduction-accountability/

VAN ZANTEN, Agnes. Educational change and new cleavages between head teachers, teachers and parents: global and local perspectives on the French case, Journal of Education Policy, v. 17, n. 3, p.289-304, 2002. https://doi.org/10.1080/02680930210127568

VERGER, Antoni; & CURRAN, Marta. New public management as a global education policy: its adoption and re-contextualization in a Southern European setting. Critical studies in education, v. 55, n. 3, p.253-271, 2014. https://doi.org/10.1080/17508487.2014.913531

VERGER, Antoni; & NORMAND, Romuald. New public management and education: theoretical and conceptual elements for the study of a global education reform model. Educação & Sociedade, v. 36, n. 132, p. 599-622, 2015. https://doi.org/10.1590/ES0101-73302015152799

VERGER, Antoni; LUBIENSKI, Christian; STEINER-KHAMSI, Gita. The emergence and structuring of the global education industry: Towards an analytical framework. In:

VERGER, A; LUBIENSKI, C; STEINER-KHAMSI, G. (eds.). The world yearbook of education 2016: The Global Education Industry. New York: Routledge, 2016.

VESELEY, Arnost. The Institutionalisation of Non-responsibility, Efficiency or Conformity? Organisational Reform of Public Services Based on Accountability Theory. Sociologicky Casopis-Czech Sociological Review, v. 48, n. 4, p.757-784, 2012.

VIGODA, Eran. (2003). New public management. Encyclopedia of publicadministration and public policy, n. 2, p. 812-816.

WORLD BANK. Social Accountability Sourcebook. Washington DC: World Bank, 2006.

WORLD BANK. Learning for All: Investing in People’s Knowledge and Skills to Promote Development. Washington DC: World Bank, 2011.

WORLD BANK. What Matters Most for School Autonomy and Accountability: A Framework Paper. SABER Working Paper Series, 9, Washington DC: World Bank, 2015.




DOI: https://doi.org/10.21573/vol33n32017.79301

INDEXADORES

BBE – Bibliografia Brasileira de Educação (Brasília, MEC/INEP)
CLASE – Citas Latinoamericanas en Ciencias Sociales y Humanidades (México, UNAM)
DIADORIM - Diretório de Políticas Editoriais das Revistas Científicas Brasileiras
DOAJ - Directory of Open Access Journals
DRJI - Directory of Research Journals Indexing (Maharashtra, India)
Edubase (SBU/UNICAMP)
LATINDEX - Sistema Regional de Información em Línea para Revistas Científicas de América Latina, el Caribe, España y Portugal
Portal de Periódicos da Capes/MEC
Scielo Educ@ - Fundação Carlos Chagas-FCC, São Paulo/Brasil
Science Library Index - Meadow Springs, Mandurah State, Austrália
SUMÁRIOS.ORG - Sumários de Revistas Brasileiras

 

Licença Creative Commons
Revista Brasileira de Política e Administração da Educação,
da Associação Brasileira de Política e Administração da Educação
está licenciada com uma Licença
Creative Commons - Atribuição-NãoComercial 4.0 Internacional.
Baseado no trabalho disponível em http://seer.ufrgs.br/index.php/rbpae/index

ISSN versão impressa: 1678-166X
ISSN versão eletrônica: 2447-4193

Prefixo DOI: 10.21573