Policies of the new Public Management in Peru: teachers in the culture of performativity
DOI:
https://doi.org/10.5212/OlharProfr.v.23.2020.15636.209209229631.0720Keywords:
Teacher. Standardized assessments. Performativity. Educational policy.Abstract
The objective is to analyze the construction of the culture of performativity from the configuration of the educational policies of the New Public Management (NPM) in Peru. The study carried out within the framework of a qualitative methodology comprises two stages. First, three political provisions of the NPM that currently regulate the Peruvian educational environment are identified: decentralization and autonomy of educational management, standardized evaluations of learning achievement and economic bonuses. Second, interviews of eleven educational actors from the Puno region are examined, in order to know their pedagogical experiences and understand their identity processes. The results show that the incorporation of the NPM political measures would be promoting the development of sustained performative practices in the effectiveness, competitiveness and improvement of learning results.
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