What is it about?
This article aims to provide a critical research and analysis of the extent to which the external evaluation policies implemented in Colombia and Brazil influence the configuration of the teacher’s work. Based on this interest, we refer to teachers’ perceptions about the materialization of these policies in both realities, adopting the perspective of comparative historical studies within the scope of the theoretical-methodological matrix of historical-dialectical materialism.
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Why is it important?
The results showed that the educational policies developed and disseminated by multilateral organizations in the service of capital, such as the World Bank, mediate in the configuration of the educational policies of both countries through the gestiocratic ideology, contributing progressively to the precarization of teaching work.
Perspectives
Finalmente, vale la pena abrir el debate sobre la labor educativa y los fines educacionales. De modo que, si es posible reconocer el poten-cial transformador del docente de la educación básica y media a nivel individual y social, dado su trabajo intelectual con la población más vulnerable de la sociedad en el contexto de la escuela pública, entonces, ¿será probable que este tipo de políticas evaluativas pretendan contener tal posibilidad de cambio precarizando las condiciones laborales del profesorado? Por tanto, en el nuevo escenario planteado por las políticas de evaluación externa, resulta necesario e inaplazable abrir el debate en torno a los verdaderos fines de la educación y de la práctica evaluadora.
PhD Juan-Francisco Remolina-Caviedes
Universidad Industrial de Santander UIS
Read the Original
This page is a summary of: Trabajo docente y políticas de evaluación externa en Colombia y Brasil, Revista Colombiana de Educación, February 2019, Universidad Pedagogica Nacional,
DOI: 10.17227/rce.num77-6497.
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