Curriculum policies and teaching evaluation in the Ibero-American context
DOI:
https://doi.org/10.5212/PraxEduc.v.11i3.0004Abstract
Teaching has become a central issue in the Ibero-American discourses for basic education, in order to attribute, as a privilege, to the teaching work the guarantee of students’ school success and, consequently, reach quality in education. From such discourses, the policy texts have defended the production of evaluation policies aiming at controlling the curriculums of teaching education (initial and continuous development) and action. In this paper, which is theoretically and methodologically guided by Ernesto Laclau’s and Chantal Mouffe’s Discourse Theory, I analyze the processes of discourse articulation present in the texts by Organização dos Estados Iberoamericanos – OEI (Ibero-American States Organization) and UNESCO (United Nations Educational, Scientific and Cultural Organization), highlighting the significant performance as the focus of evaluation. In the analysis of discourses regarding teachers’ education and work established as a target for the Ibero-American region, with focus on the professional performance, the competences gain importance as a model of curricular organization. I conclude pointing out that the attempts to control the teaching professional community regarding their education and work assign new roles, marked by accountability, to the teachers.
Keywords: Curriculum policy. Evaluation. Teaching.
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