Starting from two conceptual cores, constitutive of the pedagogical work organization (goals/assessment and content/methods) we examine the implications of the advances of the education entrepreneurial reformers proposals, highlighting the connections between large scale assessments (both formal and informal) in schools as well as the proposal for a redefinition of the national curricular common core under way. The article also shows that by means of the first dialectical pair (objectives/assessment) the reformers aim to get control over the second dialectical pair of the pedagogic work organization (content/ methods). We argue that without prior discussion and definition of a formative matrix, one runs the risk of reinforcing a matrix which is merely conteudistic and leaves out important dimensions of human development when defining a common national core.
Entrepeneurial reformists; National common core; Assessment; Pedagogical work organization; Human development