| Full text | |
| Author(s): |
Total Authors: 3
|
| Affiliation: | [1] Universidade Estadual de Campinas. Faculdade de Educação. Departamento de Estudos e Práticas Culturais - Brasil
[2] Universidade de São Paulo. Faculdade de Filosofia, Letras e Ciências Humanas. Núcleo de Estudos da Violência - Brasil
[3] Universidade Federal de São Carlos. Centro de Educação e Ciências Humanas. Departamento de Teorias e Práticas Pedagógicas - Brasil
Total Affiliations: 3
|
| Document type: | Journal article |
| Source: | Cad. CEDES; v. 43, n. 121, p. 77-89, 2023-11-13. |
| Abstract | |
ABSTRACT This article establishes a dialogue between the processes of large-scale evaluation and participatory institutional evaluation, based on the analysis of four evaluation models in the light of categories considered important within the emancipatory logic, seen as opposed to the managerial logic. We propose a form of analysis of evaluation models that, far from being guided by the quantitative/qualitative, external/internal dichotomies, pays particular attention to the logic behind them. Finally, we discuss the importance of choosing quality indicators aligned to decolonial epistemology that go in the opposite direction of some educational quality frameworks still marked by cultural and economic imperialism. Therefore, this is a counter-regulatory work that supports the reflection and action of education professionals, leaned on the living forces of the school, expressed by a negotiated quality pact and committed to achieving a socially just society. (AU) | |
| FAPESP's process: | 22/02996-5 - Dimensions of social quality as a fostering reflection in/of the school? |
| Grantee: | Luana Costa Almeida |
| Support Opportunities: | Research Grants - Initial Project |
| FAPESP's process: | 22/06891-3 - Building evaluative schemes to guide pedagogical work in schools committed to social quality |
| Grantee: | Mara Regina Lemes de Sordi |
| Support Opportunities: | Improvement in Public Education Program |