Abstract

SILVA, Vandré Gomes da. A narrativa instrumental da qualidade na educação. Est. Aval. Educ. [online]. 2008, vol.19, n.40, pp.191-221. ISSN 0103-6831.

From a conceptual analysis of the apparently consensual use of the word "quality" in the field of education, this paper discusses the validity of what is here called instrumental narrative in education quality. This narrative is based on the definition of quality restricted to certain results achieved by students in terms of their cognitive performance in large-scale evaluations and the usefulness that these results might have in strictly economic terms. The assumptions of such a narrative are based on utilitarian purposes extrinsic to the school education, relegating it to the condition of a simple means for the satisfaction of needs created by a society of consumption rather than needs legitimately established by a discussion of public and political character. It is as if the value of the school could be estimated by the wealth or social status that it gives individuals or the economic development it can provide society with, quite unequal in relation to individuals and groups. Accordingly, school can be seen as solely concerned with socially valued interests, supposedly capable of creating conditions to obtain more and better results, thus fostering a senseless stream of events.

Keywords : Education Quality; Instruction Quality; Large-Scale Assessment; Educational Policies.

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