Análise comparada de sistemas educacionais de responsabilidade e qualidade da educação em Ontário, no Canadá, e no Chile: testes padronizados e seu papel na perpetuação de iniquidades Educacionais

  • Ardavan Eizadirad PhD student, Ontario Institute for Studies in Education (OISE) at University of Toronto.
  • Ximena Martinez PhD candidate, Ontario Institute for Studies in Education (OISE) at University of Toronto
  • Carolina Ruminot Ontario Institute for Studies in Education (OISE) at University of Toronto
DOI: https://doi.org/10.15210/interfaces.v16i2.7664

Resumo

Este trabalho examina sistemas de testes padronizados em Ontário, no Canadá, e no Chile, comparando as ações coordenadas tomadas por ambas as nações para atingir educação de qualidade. Centrais para o trabalho são a reflexão e a análise de quem são os beneficiários finais destes sistemas de responsabilidade baseados em testes padronizados e como grupos específicos, primariamente estudantes de raça e gênero não majoritários, oprimidos por políticas neoliberais, supostamente neutras, que perpetuam e intensificam iniquidades sob o manto de eficiência e responsabilidade. O trabalho pretende visualizar possibilidades novas e alternativas que trabalhem para desnaturalizar tendências globais na educação que, apresentadas como verdades científicas, encaminham recomendações que permitem visualizar e implementar um sistema educacional centralizado, guiado e representativo dos estudantes e das comunidades locais circundantes.

Biografia do Autor

Ardavan Eizadirad, PhD student, Ontario Institute for Studies in Education (OISE) at University of Toronto.
Ardavan Eizadirad is a PhD candidate in the Department of Curriculum, Teaching, and Learning at Ontario Institute for Studies in Education (OISE) at University of Toronto. His PhD thesis will be examining the effects of standardized testing on grade 3 students in the context of Toronto, Canada. He is an educator with the Toronto District School Board and a community activist with the non-profit organization Youth Association for Academics, Athletics, and Character Education (YAAACE). His research interests include standardized testing, systems of accountability, community engagement, anti-oppressive practices, critical pedagogy, social justice education, and decolonization. His recent publication is International Experience in a Non-Western Country, Teacher Habitus, and Level of Inclusion in the Classroom. He is currently working on a manuscript with Dr. John Portelli about Common Misunderstandings & Popular Myths about Subversion in Education
Ximena Martinez, PhD candidate, Ontario Institute for Studies in Education (OISE) at University of Toronto
Ximena Martinez is a PhD student in the Department of Social Justice Education at the Ontario Institute for Studies in Education (OISE) at University of Toronto. She obtained a bachelor of education in the University of Tarapaca-Chile where she became a teacher of History and Geography. Her profesional experienced has been mainly developed in Chile where she has participated in the school system as student, teacher, and as a parent. 
Carolina Ruminot, Ontario Institute for Studies in Education (OISE) at University of Toronto
Carolina Ruminot is a PhD in Didactics of Teaching mathematics. She obtained her PhD in the University Denis Diderot (Paris VII). Her first years of studies were carried on in the university of Chile, where she became a teacher of mathematics.

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Publicado
2016-08-20
Edição
v. 16 n. 2 (2016): RAÇA, POLÍTICA E POLÍTICAS PÚBLICAS EM UMA PERSPECTIVA DECOLONIAL
Seção
Dossiê Temático

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