-conservador, hacia un mercado preformativo, en que se consolida un Estado supervigilante orientado por los principios de la Nueva gestión pública (NGP).Este estilo de gobernanza, en el caso chileno, implica la configuración de un mercado escolar que desregula la entrada de proveedores privados, fragmenta la provisión pública al descentralizar su gestión y crea incentivos para un funcionamiento competitivo vía elección de los padres y financiamiento a la demanda. El Estado abandona así su papel de proveedor centralizado y asume uno subsidiario, mientras coordina el sistema por medio de la definición del curriculum y están-dares nacionales, de la evaluación, clasificación y difusión del desempeño de los establecimientos, y de la fijación de consecuencias (premios, sanciones, condiciones) ligadas a dichos resultados evaluativos.El Estado, lejos de reducir su poder, define y regula las reglas del juego en la esfera del mercado escolar. (NEWMAN, 2005;CLARKE;NEWMAN, 1997) Entabla una relación contractual con los establecimientos educativos, entregando un subsidio a cambio del cumplimiento de estándares e indicadores de logro. El Estado direcciona, así, una dispersa red de proveedores, públicos y privados, ejerciendo, en palabras de Rose y Miller (1992), un "poder a la distancia", lo que también se conceptualiza como
Market and accountability educational reforms have proliferated around the globe, along with high expectations of solving countries' school quality deficits and inequities. In this paper I develop an analytical framework from a critical sociology angle for analyzing the effects of these policies within schools. First I discuss conceptually the configuration of this quasi-market schema and develop the notion of the 'performing school'. Additionally, I study the effects of these policies within schools, based on a literature review of 130 papers, and focused particularly on a smaller body of critical sociology research (56 papers). The aim is not to produce a comprehensive overview of policy benefits and disadvantages, but to understand school transformations within the current policy scenario. Schools, in this context, are placed within a competition-based schema, where managers and teachers continuously have to compete, marketize and perform 'successfully' according to external criterion. These policies are not only changing school practices and triggering 'secondary' effects, but, moreover, they are transforming school life, ethics and teaching profession subjectivities in complex and deeply-rooted ways. In this paper I attempt to challenge policy assumptions and a technocratic view of policy implementation, and invite readers to rethink the nature and consequences of these policy formulae. Keywords: school markets; accountability policies; performativity; critical sociology; literature review.
epaa aapeEducation Policy Analysis Archives Vol. 22 No. 70 2 La escuela performativa: Los efectos de las políticas de mercado y de responsabilización con altas consecuencias Resumen: La introducción de políticas de mercado y de "responsabilización con altas consecuencias" en el sistema escolar han proliferado en distintos países, junto a la expectativa de resolver las desigualdades educativas y los déficit en la calidad escolar. En este artículo desarrollo un marco analítico desde la perspectiva teórica de la sociología crítica con el fin de analizar estas políticas y sus consecuencias. Primero discuto conceptualmente la configuración de este modelo de cuasi-mercado y desarrollo la noción de la "escuela performativa". Además, estudio los efectos de estas políticas al interior de la escuela en base a una revisión bibliográfica de 130 artículos, y me focalizo especialmente en un cuerpo más pequeño de investigación que se desarrolla desde la tradición de la sociología crítica (56 trabajos). El objetivo no es producir una descripción exhaustiva de los beneficios y las desventajas de la política, sino que entender las transformaciones de la escuela en el escenario de la política actual. Las escuelas, en este contexto, se sitúan dentro de un esquema basado en la competencia, donde los administradores y equipo docentes tienen que continuamente competir, "marketearse" y desempeñarse "exitosamente" de acuerdo a criterios externos. Estas políticas no sólo están cambiando las prácticas escolares y provocando "efectos s...
Políticas de responsabilización por desempeño escolar: Un debate a partir de la literatura internacional y el caso chileno * School accountability policies: A debate based on international literature and the Chilean situation Responsabilidade política para o desempenho escolar: Uma discussão da literatura internacional e o caso chileno
Chile is a particularly interesting case to study the introduction of accountability policies. During the 2000s decade, Chile intensified these measures to try to address the failures of a highly deregulated school market system. This article examines the adoption process of accountability policies and the consolidation of the Evaluative State through the construction of the National System of Quality Assurance of Education during the period 2006-2011. Theoretically, the article is based on the “politics and semiotics of policy adoption” approach. Methodologically, it examines documents associated with the policy (official speeches, laws, parliamentary discussions, reports, governmental documents), and draws on 27 semi-structured interviews with those involved in the production of the policy (policy-makers, Ministry officials, parliamentarians, advisers and technicians). The article examines the development of the policy process, the factors that opened a “window of opportunity” to consolidate the accountability model, the discursive disputes that emerged during the deliberation process, and the emergence of accountability policies as a policy approach that seduced both the right and the center-left.
The idea of a hyper-surveillance state that devolves school management to the private sector and local governments, but, at the same time, evaluates, inspects, and sanctions schools in the name of “educational quality and equality,” has been advocated by diverse sectors, right and center-left, conservative and liberal, pro-privatization, and pro-public education. It is a seductive policy. This article is based on the case of Chile, which in recent decades has consolidated a performative school market model. The study is based on an examination of official speeches and policy documents (a total of 84 documents), from the germination of the model in 1979 through to 2011 when the “Quality Assurance Education System” law was passed. Following Foucault’s studies in governmentality, the analysis not only aims to understand the policies that led to the creation of the hyper-surveillance state in education, but also seeks to examine the policy rationale that made these transformations desirable. The research analysis is also intended to contribute to a broader understanding of the spread of testing and accountability policies around the world.
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