The emergence of quality assessment in Brazilian basic education

Kauko, Jaakko; Centeno, Vera Gorodski; Candido, Helena Hinke Dobrochinski; Shiroma, Eneida Oto; Klutas, Anni

doi:10.1177/1474904116662889

Cited by 16 publications

(15 citation statements)

References 53 publications

(73 reference statements)

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“…Tal qual Kauko et al (2016) e Centeno et al (2017), este artigo interpreta as transferências políticas que contemplam o Brasil segundo a teoria dos sistemas, assumindo uma certa agência local para selecionar, adaptar e implementar as políticas internacionais. Algumas políticas estão vinculadas a empréstimos financeiros internacionais, como aqueles oriundos do Banco Mundial (BM) ou do BID.…”

Section: A Penetração Do Privado Na Educação Pública Brasileiraunclassified

A interface público-privada na governança educacional brasileira: Considerações a partir de uma análise subnacional

Candido

2018

EPAA

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This article investigates changes in the interference of the private sector in Brazilian public education, following the military dictatorship through today, focusing on evaluation policies that introduce data for education governance and results-based management. This research identifies changes related to educational policies and practices influenced by managerial models, showing the progressive disconnection of the public character from educational institutions. The political–educational context of the Brazilian state of Santa Catarina and its capital, Florianópolis, serves as the empirical case. Qualitative content analysis explores how ideas from the private sector have been integrated into Brazilian public education and how evaluation and the use of data according to the logic of that sector contribute to incorporating managerial practices into public education governance. Interviews with key actors in the field of education in Santa Catarina and Florianópolis reveal how the private sector influenced political developments in education. The analysis indicates that education governance in that context follows the principles of New Public Management, associated with public–private interactions, providing a specific type of rationality to the field of education.

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Section: A Penetração Do Privado Na Educação Pública Brasileiraunclassified

A interface público-privada na governança educacional brasileira: Considerações a partir de uma análise subnacional

Candido

2018

EPAA

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“…It encompasses the public and private sectors, along with third sector organisations, actors from different levels, and representatives of a variety of institutions, such as government, unions, universities, professional and institutional associations, foundations, civic movements, committees, councils, and schools. As was noted in our literature review and historical analysis, there is also a tradition of government interaction with international actors in the history of Brazilian education (see Kauko et al 2016). We spent three periods in Brazil: March to July 2015, October 2015 to January 2016, and September to October 2016.…”

Section: Data Collection In Three Contextsmentioning

confidence: 85%

“…As we argued in Chapter 1, quality has emerged as a central element of the shared language about education. This has happened both to problematise education and to resolve diverse problems (e.g., Ozga et al 2011;Kauko et al 2016). This shared language about education contains a set of uniform solutions to diverse problems and contexts, and these uniform solutions rely on and necessitate a shared approach to problematising education.…”

Section: The Political Possibilities: Understanding Politicisationmentioning

confidence: 99%

Layers of reflectivity in comparative research

Kauko¹,

Centeno²,

Piattoeva³

et al. 2018

Politics of Quality in Education

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Introduction: reflective researchOne of our research project's assumptions is that the topic of quality assurance and evaluation (QAE) is political: it is an important framing factor for education, a major interest for many different stakeholders, and a governance tool (Nóvoa & Yariv-Mashal 2003). In this respect, it is possible that our research will be used for political purposes, an aspect most of our research participants and fellow researchers certainly recognise. Self-reflection is therefore essential.In Chapter 1, we discussed our ontological and epistemological premises and how the analytical framework on which we draw, Comparative Analytics of Dynamics in Education Politics (CADEP), directs our focus to three dimensions we see as relevant for an understanding of the questions raised in complexity studies and the approaches of political science to contingency. While the previous chapter addressed the "why" question of our research, here we open more broadly the questions "how" and "what". There is no simple answer to these questions, because the shared view of scholars is that research is never as straightforward as research reports describe -and in this respect, this book is no exception. Our research journey has taken a route with paths, streets, cul-de-sacs, and wanderings through uncharted territories. As a research consortium, we have held CADEP as a compass, while continuously debating its interpretation. A description of this journey is needed for validity: indeed, sharing our journey is as important as arriving at our destination. In this chapter, we therefore chart it as fully and as critically as possible.We believe the key to maintaining validity in a qualitative research project such as ours is to adopt a reflective approach throughout. We share the view iterated by many scholars, but which Alvesson and Sköldberg (2009) aptly describe and summarise, that interpretation, and the interpretation of interpretation, is the key feature of research. They state that reflective research considers four elements, which we highlight here and discuss further in the following sub-chapters.• Researchers should be conscious of the interpretation made. We have channelled the interpretations from the outset with the help of the CADEP analytical framework. Despite this shared analytical starting point, Interpretation: comparing three dimensions of dynamicsWe continue this reflection on the nature of our research by addressing the question of our analytical framework in relation to those of others. Our research concentrates on understanding the political dynamics in QAE. To

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“…Additionally, the public system does not meet the country's demand, with significant gaps (at all levels) that are supported either through the private sector or areas and populations that are not properly assisted (Azevedo and Santos 2012). To address such an unequal system, standardized quality assessment in education has played a role in steering implementation of education policies or programs (Kauko et al 2016). Contrary to Finland, national testing systems are used for each level of education, and during the past decade, Brazil has joined international large-scale assessment processes, utilizing the results to implement different educational policies (Shiroma and Schneider 2012).…”

Section: Short Overview Of the Organization Of Brazil And Finland's Ementioning

confidence: 99%

What is learning for secondary-school students? Students’ perceptions examined in Brazil and Finland

et al. 2019

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In the present study, learning in school was studied from the students' perspectives in two different national contexts. The aim was to explore students' learning experiences in school by identifying what are the core elements of learning for secondary school students. We conducted the study with a qualitative approach in which photos taken by the students during their school routines were used to elicit group discussion about how learning is experienced and defined. Participants were two groups of 13-15-year-old students, one from Finland and one from Brazil. Results show that the anatomy of learning is varied in students' experiences and that their perceptions of learning in school are defined by the way students signify the interaction with others, their relation with materials, their understanding of the pedagogical actions and practices, and how learning is contextualized by time. The study contributes to discussions on how to consider and incorporate students' perspectives into the development of pedagogical practices, and by the dialogue between Finnish and Brazilian perspectives, we point out core elements for the learning experiences of secondary school students raising questions of learning processes as complex and culturally contextualized.

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The emergence of quality assessment in Brazilian basic education

Cited by 16 publications

References 53 publications

A interface público-privada na governança educacional brasileira: Considerações a partir de uma análise subnacional

A interface público-privada na governança educacional brasileira: Considerações a partir de uma análise subnacional

Layers of reflectivity in comparative research

What is learning for secondary-school students? Students’ perceptions examined in Brazil and Finland

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