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Revista Eletrônica de Educação

versão On-line ISSN 1982-7199

Resumo

PASQUARELLI, Bruno Vicente Lippe  e  CHIRINEA, Andréia Melanda. Democratic theory and educational policies: the importance of deliberation to accountability. Rev. Elet. Educ. [online]. 2017, vol.11, n.3, pp.846-861. ISSN 1982-7199.  https://doi.org/10.14244/198271991702.

The study proposes a critical review of the education function and accountability idea contained in the neoliberal premises, aiming to explain an approach that considers theoretical and conceptual pathways in education to support a more democratic and deliberative configuration with a political, cultural and educational project which is capable to meet the challenges of the contemporary world. As we noted, education is increasingly subject to the regulations of economism strategies. With new structures and functions of management in the field of education that emphasize accountability, there is a primary control function at a distance of a minimum state, characterized as the new state evaluator, whose educational policies are converging in an increasing number of several countries. Therefore, the study proposed to review the main tipologies that deal with accountability phenomenon, and then to introduce new ways of thinking about education from the key theoretical of deliberative democracy, emphasizing the need of speech and even conflict. Finally, as a result, there was a connection of aspects of democratic theory deliberative, linked to the area of Political Science, with arrangements that allow the dialogue between educational actors in the process of accountability and assessment. Thus, the space of politics and education in a democracy must be centered in the discourse and dialogue, and not entirely guided by competitive ideals, neoliberal or Republicans, but in a deliberative policy that enables its complexity for all citizens.

Palavras-chave : Accountability; Deliberative democracy; Habermas; Neoliberalism..

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