Resumo

DIKER, Gabriela; BRISCIOLI, Bárbara  e  STOPPANI, Natalia. The institutionalization of educational evaluation in Argentina: disputes over its meanings and uses. J. Pol. Educ-s [online]. 2023, vol.17, e92216.  Epub 08-Abr-2024. ISSN 1981-1969.  https://doi.org/10.5380/jpe.v17i0.92216.

The 30 years of institutionalization of educational assessments in Argentina allow us to consider that, with a heterogeneous deployment regarding decisions on the issue, progress was made in its installation as a national and federal educational policy. The article reconstructs different periods of educational assessment in order to problematize its scope, meanings and uses. The approach that guides it is qualitative, based on the official sources and specialized bibliography. National Assessment Operative emerged in 1993 in line with the neoliberal political projects installed in part of Latin America. Since then, they have acquired varying relevance depending on the government. In 2016, with the arrival of a rightwing government, the assessment policy was given strong centrality, seeking to generate an inaugural sense of transparency. With the political change in 2019, the aim was to redefine its scope and implement complementary instruments from a comprehensive perspective. The article argues that the assessment policies sustained in recent years were installing more strongly the need for timely evidence for decision making at different levels of government, quite contrary to the statements that deal with the lack of "assessment culture". It also reflects on the complexity of incorporating the research and information dimension, as it is part of broader discussions on the right to education.

Palavras-chave : Educational Evaluation; Institutionalization; Disputes of Senses; Political and Pedagogical Uses.

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