Resumo

SCHNEIDER, Marilda Pasqual. Accountability tools in the reform of Brazilian basic education: current trends. Rev. Diálogo Educ. [online]. 2019, vol.19, n.60, pp.469-493.  Epub 04-Fev-2020. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.19.060.ao08.

Recurrent demands for the use of accountability tools in education have led researchers to undertake studies on this topic. Aiming to contribute to this debate, the article’s purpose is to undertake a vocabulary analysis of the Brazilian educational reform, in order to verify current trends of appropriation of vocabulary and the mechanisms currently associated with educational accountability. Assuming that the reform documents seek to create what Jameson (1997) calls discursive hegemony around the required changes, our methodological approach comprises mapping documents that allow us to trace these changes in basic education and also analyzing recurrent terms and expressions. Results show the construction of a discursive network in the reform vocabulary that, as a whole, predicts a change in the paths of regulation of basic education, based on participation, transparency and social control. While contradicting a perspective of a policy for a democratic basic education, disseminated in the documents analyzed, the interpretation of the meanings of the vocabulary is consistent with characteristics for a managerial accountability, from which it is possible to achieve educational efficiency and international competitiveness through reforms aligned with principles of the new public management.

Palavras-chave : Educational policies; Reform of basic education; Vocabulary of the reform; Accountability tools.

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