<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022015000501313</article-id>
<article-id pub-id-type="doi">10.1590/S1517-9702201508145423</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Recuo ao cientificismo, paradoxos da transparência e corrupção em educação]]></article-title>
<article-title xml:lang="en"><![CDATA[Retreat into scientism, paradoxes of transparency, and corruption in education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Afonso]]></surname>
<given-names><![CDATA[Almerindo Janela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Minho  ]]></institution>
<addr-line><![CDATA[Braga ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<volume>41</volume>
<numero>spe</numero>
<fpage>1313</fpage>
<lpage>1326</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022015000501313&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022015000501313&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022015000501313&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[ResumoUm dos sintomas da raz&#227;o indolente (SANTOS, 2006) &#233; o recuo ao cientificismo, o qual tem sido, particularmente, acentuado nas pol&#237;ticas, cada vez mais hegem&#244;nicas, de avalia&#231;&#227;o, de presta&#231;&#227;o de contas e de responsabiliza&#231;&#227;o. Por isso, um dos objetivos deste texto &#233; o de colocar em causa este aparente consenso cientificista (ou este consenso supostamente transideol&#243;gico) e fazer uma breve incurs&#227;o explorat&#243;ria ao que aqui se designa de paradoxos da transpar&#234;ncia. Considera-se que esses paradoxos traduzem a exist&#234;ncia de tens&#245;es e contradi&#231;&#245;es relativas a uma dimens&#227;o central dos discursos pol&#237;ticos e educacionais contempor&#226;neos. Com isso, o artigo pretende dar continuidade a uma linha de pesquisa que tem procurado sublinhar a relev&#226;ncia da necessidade de complexificar e dar maior rigor te&#243;rico-conceptual &#224; accountability em educa&#231;&#227;o. Finalmente, tentando abrir caminho para o desenvolvimento de novas articula&#231;&#245;es e an&#225;lises, chama-se a aten&#231;&#227;o para a corrup&#231;&#227;o na educa&#231;&#227;o cuja complexidade ainda &#233; insuficientemente conhecida e pesquisada, nomeadamente, nas suas rela&#231;&#245;es com as problem&#225;ticas da transpar&#234;ncia e da accountability. Admite-se que as pr&#225;ticas de corrup&#231;&#227;o em educa&#231;&#227;o, em muitas situa&#231;&#245;es, s&#227;o (paradoxalmente) induzidas pela necessidade de dar resposta &#224; governa&#231;&#227;o baseada nos n&#250;meros, nos rankings e nas (supostas) evid&#234;ncias, anulando completamente as expectativas leg&#237;timas em torno da transpar&#234;ncia dos processos educacionais e das decis&#245;es pol&#237;ticas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[AbstractOne symptom of &#8220;indolent reason&#8221; (SANTOS, 2006) is the retreat into scientism, which is especially marked in the increasingly hegemonic policies surrounding assessment, reporting and accountability. As such, one of the aims of this paper is to call into question this apparent consensus on scientism (a supposedly trans-ideological consensus), and briefly explore what we define as the paradoxes of transparency. These paradoxes are found to reveal the existence of tensions and contradictions concerning a central aspect of current political and educational discourse. In doing so, the article seeks to continue a line of study which has aimed to emphasize the significance of the need for a more complex, and theoretically and conceptually rigorous understanding of accountability in education. Finally, in an attempt to pave the way for further discussion and analysis, attention is drawn to corruption in education, the complex nature of which remains insufficiently understood and studied, notably in terms of its relationship with the problems of transparency and accountability. It is acknowledged that practices of corruption within education are, in many situations, (paradoxically) caused by the need to answer to a system of governance based on numbers, league tables, and (supposed) truths, completely nullifying legitimate expectations about the transparency of educational processes and policy decisions.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Accountability]]></kwd>
<kwd lng="pt"><![CDATA[Transparência]]></kwd>
<kwd lng="pt"><![CDATA[Corrupção em educação]]></kwd>
<kwd lng="en"><![CDATA[Accountability]]></kwd>
<kwd lng="en"><![CDATA[Transparency]]></kwd>
<kwd lng="en"><![CDATA[Corruption in education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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