<?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>0104-4060</journal-id>
<journal-title><![CDATA[Educar em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Rev.]]></abbrev-journal-title>
<issn>0104-4060</issn>
<publisher>
<publisher-name><![CDATA[Setor de Educação da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40602024000102000</article-id>
<article-id pub-id-type="doi">10.1590/1984-0411.96537</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Avaliações Sistêmicas: recomendações dos organismos internacionais para os países latino-americanos]]></article-title>
<article-title xml:lang="en"><![CDATA[Systemic Assessments: recommendations from International Organizations to Latin American countries]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Fabiano Antonio dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Real]]></surname>
<given-names><![CDATA[Giselle Cristina Martins]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Mato Grosso do Sul (UFMS)  ]]></institution>
<addr-line><![CDATA[Campo Grande Mato Grosso do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal da Grande Dourados (UFGD)  ]]></institution>
<addr-line><![CDATA[Dourados Mato Grosso do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>40</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602024000102000&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602024000102000&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602024000102000&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Objetiva-se apresentar o contexto político e social em que as avaliações sistêmicas vêm se desenvolvendo na América Latina. As discussões seguem em duas direções, uma para explicitar a centralidade da avaliação sistêmica na agenda estruturada mundialmente, e outra para desvelar os discursos que os Organismos Internacionais têm assumido nos anos 1990 e 2000. Essas duas direções bifurcam-se no ponto de confluência qualidade da educação e aprendizagem. Adota-se, como procedimento metodológico, a pesquisa documental e bibliográfica, de forma a avançar essa pauta de discussão para o contexto dos anos 2000, ainda pouco explorado sob essa vertente. A temática propicia, ainda, a conjunção de pesquisadores da área da política educacional que se dedicam às análises desses objetos: a avaliação sistêmica e as diretrizes dos organismos internacionais, o que possibilita diversos olhares, sintetizados no formato deste dossiê. Observa-se que os organismos internacionais trazem, como discurso, a adoção de padrões educacionais de excelência, por meio da avaliação sistêmica. Esse discurso é denunciado criticamente pela literatura da área, na busca da indicação de propostas que rompam com a lógica performática que hoje prevalece na maioria dos países latino-americanos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The objective of the paper is to present the political and social context in which systemic assessments have been developing in Latin America. The discussions are approached in two directions: the first one highlights the centrality of systemic assessment in the globally structured agenda, while the second reveals the discourses adopted by International Organizations in the 1990s and 2000s. These two directions converge at the point of focus, namely, quality of education and learning. The methodological procedure adopted includes documentary and bibliographic research, so as to advance the discussion into the 2000s, an area still little explored under such perspective. The theme also favors the collaboration of researchers in the field of education policy, who focus on the analysis of these objects: systemic assessment and the guidelines of international organizations, allowing for various perspectives, which are synthesized in the format of this dossier. International organizations promote the adoption of educational standards of excellence, by means of systemic assessment. That discourse is critically addressed by the literature in the field, which seeks to propose alternatives that break away from the performative logic currently prevailing in most Latin American countries.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Política educacional]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação Sistêmica]]></kwd>
<kwd lng="pt"><![CDATA[Organismos Internacionais]]></kwd>
<kwd lng="en"><![CDATA[Education Policy]]></kwd>
<kwd lng="en"><![CDATA[Systemic Assessment]]></kwd>
<kwd lng="en"><![CDATA[International Organizations]]></kwd>
</kwd-group>
</article-meta>
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