Governando para além do PISA: conhecimento, redes e narrativas

Jenny Ozga; Margaret  A. Arnott

doi:10.18593/r.v44i3.21004

Autores/as

Jenny Ozga University of Oxford https://orcid.org/0000-0002-3757-5460
Margaret A. Arnott University of the West of Scotland

DOI:

https://doi.org/10.18593/r.v44i3.21004

Palabras clave:

Gobernanza, Política, Conocimiento, Discurso, Narrativa

Resumen

La búsqueda de la OCDE por un nuevo conjunto de prescripciones para gobernanza de la educación está expresado en su proyecto de Gobernanza de Sistemas Educacionales Complejos (GSEC) que busca combinar la identificación de mejores prácticas de organización de sistemas con narrativas específicas de equidad y calidad basadas en las mediciones que crean una "robusta base de evidencias" para la política. Este artículo analiza el contenido y la dirección del GSEC, considera su reanudación en la política en Escocia, especialmente como reflejado a raíz del informe de la OCDE 2015 sobre mejoras de la educación en ese país y de los resultados del PISA 2016. El texto discute el contenido de las recomendaciones, especialmente en relación con los conceptos clave de conocimiento, redes y narrativas, y sus intentos de traducción a la política, y concluye identificando tensiones en el marco del proyecto de gobernanza de la propia OCDE.

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Biografía del autor/a

Jenny Ozga, University of Oxford

Professor Emeritus, Department of Education,the University of Oxford.

Honorary Professorial Fellow, School of Social and Political Science, the University of Edinburgh.

Margaret A. Arnott, University of the West of Scotland

BA(Hons), PhD, FRSA Professor of Public Policy School of Media, Culture & Society University of the West of Scotland, Room L246 (Elles Building) Paisley PA1 2BE

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