artículo
Epistemological Dimensions in the Accountability System of Educational Quality: Elements for A Critical InquiryDimensõEs EpistemolóGicas Do Sistema De Accountability Da Qualidade Educativa: Elementos Para Um Questionamento CríTicoDimensiones epistemológicas en los sistemas de accountability de la calidad educativa: elementos para una interrogación crítica
Fecha
2021Registro en:
10.1590/S1413-24782021260079
1809449X
1809449X 14132478
SCOPUS_ID:85122466477
Autor
Galioto-Allegra C.
Flores-Gonzalez L.M.
Institución
Resumen
© 2021. Associação Nacional de Pós-Graduação e Pesquisa em Educação.The paper critically inquiries the epistemological premises that underpin the accountability systems of educational quality. The focus of this theoretical exercise is the conception of knowledge that underlies the indicators of educational quality, in order to discuss its fundamental principles and limits. In the first part, we developed a general description of accountability and its epistemological assumptions, taking as a reference the Chilean case, that justify its internal coherence, as well as a supposed objectivity, referring to measurement and performance standards. In the second section, we critically discussed this notion of objectivity from epistemological approaches as contemporary physics and phenomenology. In conclusion, we presented some implications and guidelines for quality assurance in educational policies.