Pisa Como Instrumento De Legitimación De La Reforma De La Lomce

González, Noelia Fernández

doi:10.13042/bordon.2015.67111

Cited by 18 publications

(14 citation statements)

References 7 publications

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“…the PISA 2009 report provides findings for Spain that emphasise the inadequate level obtained in reading, mathematical and scientific literacy, a long way behind the average of OECD countries' (LOMCE, 2013). Various education policy proposals were derived from this, allegedly supported by PISA conclusions, even if, as some researchers have argued (Choi & Jerrim, 2015;Fern andez-Gonz alez, 2015), this was not always the case.…”

Section: P Is a ' S Impact On The Pol I Tical D Iscour Se Ab Out E mentioning

confidence: 84%

“…By contrast, the LOMCE was much more explicit when it stated that ‘the current system does not allow us to progress towards an improvement in education quality, as shown by the results obtained by students in international evaluation tests like PISA […] the PISA 2009 report provides findings for Spain that emphasise the inadequate level obtained in reading, mathematical and scientific literacy, a long way behind the average of OECD countries’ (LOMCE, ). Various education policy proposals were derived from this, allegedly supported by PISA conclusions, even if, as some researchers have argued (Choi & Jerrim, 2015; Fernández‐González, ), this was not always the case.…”

Section: Pisa's Impact On the Political Discourse About Educationmentioning

confidence: 85%

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PISA in Spain: Expectations, impact and debate

Ferrer

2017

Euro J of Education

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PISA, which was launched by OECD, is one of the most significant and successful initiatives on which education systems have recently collectively embarked. However, although it is a well‐coordinated international programme, its reception differs according to country. There is therefore a need to analyse specific national circumstances in order to gain a deeper understanding of the undertaking as a whole. This article specifically considers Spain's participation in PISA and focuses on a number of aspects: a) the expectations created when it joined the programme, in parallel to the implementation of its own national education evaluation system; b) the impact PISA has had, both in the media and in political and discursive spheres; and c) the technical and scientific debates generated in Spanish academic media. Finally, it is argued that, in the last few years, PISA has met with a certain disenchantment among specialists and the public opinion because of its limitations as a ranking tool, the difficulty in explaining its findings, and its inability to prescribe education policies that are suitable for very different contexts.

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Section: P Is a ' S Impact On The Pol I Tical D Iscour Se Ab Out E mentioning

confidence: 84%

Section: Pisa's Impact On the Political Discourse About Educationmentioning

confidence: 85%

PISA in Spain: Expectations, impact and debate

Ferrer

2017

Euro J of Education

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“…PISA ha formado parte ineludible del discurso de esta reforma. El informe es mencionado tres veces en el preámbulo de la ley y tanto el ministro como la secretaria de Estado de Educación aludieron a él en múltiples intervenciones, erigiéndolo como elemento propio del ideario neoliberal (Fernández-González, 2015) Esta ley, que no deroga ni sustituye las leyes vigentes, simplemente las modifica (fundamentalmente a la LOE), ha supuesto importantes cambios que afectan no sólo a la estructura institucional del sistema educativo, sino también a la organización, gestión y administración del mismo. A continuación, destacamos aquellas reformas que estimamos más relevantes:…”

Section: Actual Reforma Educativaunclassified

Reformas en la legislación educativa española durante el actual período democrático: Una perspectiva crítica

Llorent-Bedmar

Palma

2018

EPAA

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Since the promulgation of the present constitution in 1978, there have been seven important reforms and a plethora of Royal Decrees, Orders, and Regulations, which have meant that changes and modifications are a constant. In Spain, the legal measures adopted unilaterally by the major political parties, conservative and progressive, have lacked the desired consensus, thus impeding their implementation and leading to inconsistent lurches in direction. Following an eminently pragmatic neoliberal ideological perspective, the recent Organic Law on Quality in Education aims to unify the curriculum and give greater autonomy to private centres, with an eye to the labour market. With this reform the democratic participation of the various sectors that make up the educational community is severely curtailed and, in the interests of a higher quality of education, the decision-making powers of the highest participatory body in schools, the School Council, have been reduced to a minimum.

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“…Por ello, de acuerdo con el análisis realizado de la bibliografía (Ball, 2003(Ball, , 2013Fernández-González, 2015;Luengo & Saura, 2013;McDonnell, 1994;Monarca, 2012Monarca, , 2015Pérez & Soto, 2011;Stobart, 2010;Supovitz, 2009;Whitty, Power & Halpin, 1999), es posible referir varias consecuencias que tiene para la educación el entendimiento de la rendición de cuentas asociada a evaluaciones externas: i) Un primer grupo de críticas alude a las consecuencias de estas políticas de rendición de cuentas sobre la subjetividad de docentes, familias y estudiantes (Jódar & Gómez, 2007). Los sujetos son presionados para alinear su conducta con los criterios externos establecidos por las evaluaciones (Popkewitz, 2013).…”

Section: Las Disputas De Sentido En Torno a La Rendición De Cuentasunclassified

“…Es por esto que la rendición de cuentas conduce crecientemente a "una cultura de rendimiento, en vez de al enriquecimiento de oportunidades de aprendizaje" (Whitty, Power & Halpin, 1999: p. 114) caminando así hacia sistemas más pobres y estrechos en los que es prácticamente imposible la formación de personas flexibles y creativas (Torrance, 2011). Desde una perspectiva macro, la tendencia al alineamiento de los currículos nacionales en una línea mercantilista de la educación está operando principalmente a través de la prueba pisa y el discurso educativo que esta porta (Fernández-González, 2015;Pedró, 2012;Tröhler, 2009). Estas políticas de evaluaciones externas y rendición de cuentas están estrechamente unidas a una comprensión neoliberal de la educación como una capitalización permanente del individuo.…”

Section: Las Disputas De Sentido En Torno a La Rendición De Cuentasunclassified

Los sentidos de la rendición de cuentas en el discurso educativo

González

Monarca

2017

Self Cite

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ResumenLas palabras pueden ser entendidas como sistemas o categorías que promueven significados sobre la realidad social y la construyen. Esto se evidencia con ciertos conceptos que se vuelven relevantes en determinados momentos y contextos. Este es el caso de rendición de cuentas, un término que al usarse en el campo educativo oculta las disputas simbólicas subyacentes sobre sus significados y las que tienen lugar en los sistemas que le dan existencia. Es por eso que en este texto se reflexiona acerca de los sentidos que dicho concepto asume en el discurso y en las políticas educativas, lo mismo que sobre sus efectos pedagógicos; se indaga además respecto de su aceptación y naturalización en el campo educativo. AbstractWords can be understood as systems or categories that promote meanings relating to social realities and contribute to their formation. This is particularly evident in the case of certain concepts or constructs that are especially relevant to precise instances and contexts, like accountability. The use of this term in the field of education conceals the symbolic disputes that underlie its meanings and the systems that give rise to its existence. This article reflects on the meanings of accountability in educational discourse and policies, and on their pedagogical effects. Similarly, their acceptance and naturalisation within the field of education are examined herein.Palabras clave: rendición de cuentas, discurso educativo, política educativa, efectos pedagógicos, evaluaciones, neoliberalismo.

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Pisa Como Instrumento De Legitimación De La Reforma De La Lomce

Cited by 18 publications

References 7 publications

PISA in Spain: Expectations, impact and debate

PISA in Spain: Expectations, impact and debate

Reformas en la legislación educativa española durante el actual período democrático: Una perspectiva crítica

Los sentidos de la rendición de cuentas en el discurso educativo

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