School accountability devices in the social space: between control and school responsibility
Abstract
This study contributes to the debate on understanding the role of an evaluating state and its submission to International Organizations, as well as the correlation with government institutions permeated by a neoliberal rationality. The investigative process allowed for a critical reflection on the following question: What are the approaches, devices and consequences generated by the association of assessment and accountability policies for educational systems at the international and regional levels? To this effect, a qualitative methodology, with a descriptive and hermeneutic nature, was employed over governmental and non-governmental documents through content analysis. Consequently, the results demonstrate how the accountability devices correspond to the stride of cultural arbitration that ends up regularizing measurement practices based on a neoliberal rationality and the operationalization of these devices that aims to reproduce symbolic violence in the social space of the school due to low results on external and standardized tests. Such devices, which give significance to the school processes, are ultimately disconnected from various contexts and the polyphonic reality from which educational subjects derive from.
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