CRESCIMENTO E DISSEMINAÇÃO DE AVALIAÇÕES EM LARGA ESCALA E DE RESPONSABILIZAÇÕES BASEADAS EM TESTES: UMA SOCIOLOGIA POLÍTICA DAS REFORMAS EDUCACIONAIS GLOBAIS
DOI:
https://doi.org/10.21879/faeeba2358-0194.2018.v27.n53.p60-82Palavras-chave:
Testes padronizados, Avaliação educacional, Responsabilização baseada em testes, Instrumentos de política, Política educacionalResumo
O Movimento de Reforma Educacional Global (Global Education Reform Movement –GERM) está se expandindo internacionalmente e alcançando países que aparentavam ser imunes a essa abordagem de reforma educacional até muito recentemente. Assim, os sistemas educacionais do mundo têm sido cada vez mais articulados em torno de três princípios políticos principais, a saber: responsabilização, padrões e descentralização. As avaliações nacionais em larga escala (National large-scale assessments – NLSAs) são um componente central do GERM; essas avaliações têm sido cada vez mais usadas para fins de responsabilização, bem como para garantir que as escolas alcancem e promovam padrões de aprendizado centralmente definidos e avaliáveis. Neste artigo, testamos essas premissas com base em um banco de dados novo e original sobre NLSAs, bem como em dados provenientes dos questionários do Programa de Avaliação
Internacional de Estudantes (Programme for International Students Assessment – PISA). Também discutimos como diferentes teorias sobre a disseminação/globalização de políticas explicam a disseminação internacional das NLSAs e da responsabilização baseada em testes em todo o mundo, além de refletirmos sobre o potencial de uma abordagem de sociologia política para analisar esse fenômeno globalizante.
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