<?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>1982-596x</journal-id>
<journal-title><![CDATA[Educação e Filosofia]]></journal-title>
<abbrev-journal-title><![CDATA[Educação e Filosofia]]></abbrev-journal-title>
<issn>1982-596x</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-596x2021000200591</article-id>
<article-id pub-id-type="doi">10.14393/revedfil.v35n74a2021-52169</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Para uma crítica da objetividade no monitoramento da qualidade da educação básica no Brasil]]></article-title>
<article-title xml:lang="en"><![CDATA[For a review of objectivity in quality monitoring of basic education in Brazil]]></article-title>
<article-title xml:lang="es"><![CDATA[Para una revisión de la objetividad en el monitoreo de la calidad de la educación básica en Brasil]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Araújo]]></surname>
<given-names><![CDATA[Abelardo Bento]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Centro Federal de Educação Tecnológica de Minas Gerais  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2021</year>
</pub-date>
<volume>35</volume>
<numero>74</numero>
<fpage>591</fpage>
<lpage>615</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-596x2021000200591&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-596x2021000200591&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-596x2021000200591&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo deste texto analisar criticamente os aspectos da política de monitoramento da qualidade da educação básica no Brasil que se orientam por uma suposta possibilidade de controle científico/objetivo da qualidade do ensino. Trata-se de uma discussão de base bibliográfica. Por meio da abordagem de algumas concepções e consequências dessas políticas, discute-se a cientificidade alegada pela política de monitoramento da qualidade da educação como categoria ideológica. Por fim, evidencia-se a possibilidade de as medidas adotadas na política educacional desviarem o foco do enfrentamento real das desigualdades educacionais, convertendo-se em mera gestão de dados do fracasso escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The purpose of this text is to analyze critically the aspects of the policy for quality monitoring of basic education in Brazil, which is guided by a supposed possibility of scientific control/objective of the quality of education. This is a bibliographical discussion. By approaching some conceptions and consequences of these policies, we discuss a scientificity alleged by the policy of monitoring the quality of education as an ideological category. Finally, the evidence can be adopted as measures adopted in deviated educational policy or in the real focus of facing educational inequalities, becoming the management of school education data.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo de este texto es analizar críticamente los aspectos de la política de monitoreo de la calidad de la educación básica en Brasil, que se guía por una supuesta posibilidad de control científico / objetivo de la calidad de la educación. Esta es una discusión bibliográfica. Al abordar algunas concepciones y consecuencias de estas políticas, discutimos una cientificidad alegada por la política de monitoreo de la calidad de la educación como categoría ideológica. Finalmente, la evidencia se puede adoptar como medidas adoptadas en una política educativa desviada o en el enfoque real de enfrentar las desigualdades educativas, convirtiéndose en el manejo de los datos de educación escolar.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Monitoramento]]></kwd>
<kwd lng="pt"><![CDATA[Qualidade da educação]]></kwd>
<kwd lng="pt"><![CDATA[Ciência]]></kwd>
<kwd lng="pt"><![CDATA[Ideologia]]></kwd>
<kwd lng="en"><![CDATA[Monitoring]]></kwd>
<kwd lng="en"><![CDATA[Quality of education]]></kwd>
<kwd lng="en"><![CDATA[Science]]></kwd>
<kwd lng="en"><![CDATA[Ideology]]></kwd>
<kwd lng="es"><![CDATA[Monitoreo]]></kwd>
<kwd lng="es"><![CDATA[Calidad de la educación]]></kwd>
<kwd lng="es"><![CDATA[Ciencia]]></kwd>
<kwd lng="es"><![CDATA[Ideología]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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