Resumo em Espanhol:

RESUMEN: Utilizando la nueva Ley que Crea el Sistema Nacional de Desarrollo Profesional Docente en Chile como caso, se explora cómo las actuales políticas educativas refuerzan a la clase media profesional y gerencial en el país promoviendo un currículo “legítimo”. La estandarización y la medición ocupan un rol fundamental al respecto controlando el desarrollo profesional de los profesores. También se exploran algunas tareas críticas necesarias para contrarrestar estos efectos.

Resumo em Inglês:

ABSTRACT: Using the new teacher career law in Chile as a case, the article explores the way current educational policies are reinforcing the middle professional and managerial class in the country promoting a “legitimate” curriculum. Standardization and accountability mechanisms play a substantial role in this respect controlling teachers’ professional development. The article also explores various critical tasks to counter-act some of these effects.

Resumo em Português:

RESUMO: Este artigo analisa as tentativas de padronização do currículo e da formação de professores no Brasil que, dentro de um processo de ampliação do controle sobre o trabalho docente, se relacionam à crescente penetração na educação de um ideário produzido no campo empresarial. Conclui-se que a padronização da formação docente termina sendo secundarizada, uma vez que o professor, no exercício de suas atividades, sofre diferentes formas de controle que, inexoravelmente, levam a padronizações do trabalho docente em escolas que seguem o currículo nacional e as avaliações sistêmicas.

Resumo em Inglês:

ABSTRACT: This article seeks to analyze the attempts at standardizing the curriculum and teacher education in Brazil, within a process of expansion of control over teaching work, related to the increasing influence in education of ideas produced in the business field. The findings show that the standardization of teacher education ends up being sidelined, since teachers in the exercise of their activities suffer different forms of control that inexorably lead to standardization of teaching work in schools that follow the national curriculum and standardized tests.

Resumo em Espanhol:

RESUMEN: La política educativa chilena 2001-2016 descubre una matriz cuyos dispositivos configuran una racionalidad técnico-instrumental. La medición fundamenta la estandarización en las Bases Curriculares Nacionales, estableciendo un régimen de verdad funcional al orden neoliberal. Se tensiona la relación estandarización/calidad de la educación/racionalidad política neoliberal, develando los nodos de su compleja red en las políticas educativas.

Resumo em Inglês:

ABSTRACT: The chilean educational policy 2001-2016 des-covers an array whose devices constitute a technical-instrumental rationality. Measurement based the standardization in the National Curricular Bases, establishing a regime of truth functional to neoliberal order. The tension in the relationship among normalization/ quality of education/ neoliberal political rationality increases revealing the nodes of a complex network in the chilean educational policy.

Resumo em Espanhol:

RESUMEN: Los libros de texto - tanto en formato impreso como digital - manifiestan una presencia muy notable en los sistemas educativos actuales. En este artículo pretendemos analizar las razones que, en plena era digital, justifican la hegemonía de este recurso y su notable contribución en los procesos de control del currriculum. Presentaremos los resultados de algunas investigaciones recientes relacionadas con los libros de texto digitales y podremos constatar si se han producido cambios significativos en relación con su significado, interpretación y uso en la escuela.

Resumo em Inglês:

ABSTRACT: Textbooks, both in print and digitally format, have a very strong presence in the context of current education systems. This paper analyzes the reasons explaining the hegemony of this resource in the midst of the digital era, and its significant contribution to the process of currriculum control. We also present the results of some recent research related to digital textbooks and we will see if there have been any significant changes in their meaning, interpretation and use in schools

Resumo em Espanhol:

RESUMEN: Este artículo aborda las tensiones político-educativas subyacentes al Sistema de Medición de la Calidad de la Educación (SIMCE), visibilizando su rol preponderante para consolidar el mercado educacional en Chile. Se desarrollan las críticas contra esta medición nacional, destacando el rol de la Campaña Alto al SIMCE para repensar esta medición, instando a transitar desde una noción de calidad orientada al mercado, reproductora de una sociedad neoliberal, hacia una evaluación educacional que promueva la justicia social, democracia e inclusión.

Resumo em Inglês:

ABSTRACT: This article highlights educational and political tensions underlying the Chilean Education Quality Measurement System (SIMCE), which has played a crucial role in creating a free-market educational system. The main criticisms about this high-stake test are explained side-to-side the Alto al SIMCE Campaign, to rethink assessment. This way, we foster a shift from a notion of quality oriented to the market, reproducing a neoliberal society, to an educational assessment to promote social justice, democracy and inclusion.

Resumo em Espanhol:

RESUMEN: Con el avance de reformas que usan pruebas estandarizadas para evaluar y gestionar a las escuelas, sus efectos se hacen cada vez más presentes mientras las experiencias de resistencia se multiplican. El presente artículo utiliza técnicas cualitativas aplicadas durante un período de cinco años en tres escuelas de Santiago de Chile para explorar los efectos indeseados de este tipo de pruebas y el impacto de una campaña educativa que busca terminar con ellos.

Resumo em Inglês:

ABSTRACT: With the advancement of reforms using high-stakes standardized tests to evaluate and manage schools, its unwanted effects are becoming more present while experiences of resistance multiply. This article using qualitative instruments for a period of five years in three schools in Santiago de Chile explore such unwanted effects and the impact of an educational campaign to end them.

Resumo em Espanhol:

RESUMEN: Para que la escuela y la educación dejen de ser valoradas desde las matrices históricas que le permitieron amplificar y (re) crear vínculos vitales de existencia junto al Otro; se torna necesario entonces imponer mecanismos políticos, culturales, mediáticos y económicos capaces de naturalizar y reproducir colectivamente, aquella negación. El presente trabajo interrogará acerca de los procesos de construcción y configuración que “van por” el significante docente como punto de partida “a priori” para disciplinar la escuela y sus maestras, por medio de su (de) evaluación.

Resumo em Inglês:

ABSTRACT: If we were to depreciate School and the education from its historically matrices that let us amplify and (re) create vital linkages of existence with the Other, it must then be necessary to try to impose political, cultural, media and also economics mechanisms as well which let us naturalize its own negation. The aim of this paper is to ask about the economical and ideological processes of configuration that “came for” the teacher significant as an a priori starting point for disciplining Schools and their teachers through their (de) evaluation.