<?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>1413-2478</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Educ.]]></abbrev-journal-title>
<issn>1413-2478</issn>
<publisher>
<publisher-name><![CDATA[ANPEd - Associação Nacional de Pós-Graduação e Pesquisa em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-24782021000100257</article-id>
<article-id pub-id-type="doi">10.1590/s1413-24782021260079</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Dimensiones epistemológicas en los sistemas de accountability de la calidad educativa: elementos para una interrogación crítica]]></article-title>
<article-title xml:lang="en"><![CDATA[EPISTEMOLOGICAL DIMENSIONS IN THE ACCOUNTABILITY SYSTEM OF EDUCATIONAL QUALITY: ELEMENTS FOR A CRITICAL INQUIRY]]></article-title>
<article-title xml:lang="pt"><![CDATA[DIMENSÕES EPISTEMOLÓGICAS DO SISTEMA DE ACCOUNTABILITY DA QUALIDADE EDUCATIVA: ELEMENTOS PARA UM QUESTIONAMENTO CRÍTICO]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Galioto-Allegra]]></surname>
<given-names><![CDATA[Carmelo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Flores-Gonzalez]]></surname>
<given-names><![CDATA[Luís Manuel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontificia Universidad Católica de Chile  ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>26</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-24782021000100257&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-24782021000100257&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-24782021000100257&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El artículo interroga críticamente las premisas epistemológicas que fundamentan los sistemas de accountability de la calidad educativa. El foco de este ejercicio teórico es la concepción del conocimiento que subyace en los indicadores de la calidad educativa, con la finalidad de discutir sus principios y límites fundamentales. En la primera parte, y tomando como referencia el caso chileno, desarrollamos una descripción general de la accountability, y de los supuestos epistemológicos que justifican su coherencia interna, así como de una supuesta objetividad, referida a estándares de medición y de rendimiento. En la segunda sección, problematizamos los límites de la noción de objetividad desde enfoques epistemológicos de la física contemporánea y de la fenomenología. En conclusión, planteamos algunas implicancias y lineamientos para las políticas de aseguramiento de la calidad educativa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The paper critically inquiries the epistemological premises that underpin the accountability systems of educational quality. The focus of this theoretical exercise is the conception of knowledge that underlies the indicators of educational quality, in order to discuss its fundamental principles and limits. In the first part, we developed a general description of accountability and its epistemological assumptions, taking as a reference the Chilean case, that justify its internal coherence, as well as a supposed objectivity, referring to measurement and performance standards. In the second section, we critically discussed this notion of objectivity from epistemological approaches as contemporary physics and phenomenology. In conclusion, we presented some implications and guidelines for quality assurance in educational policies.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O artigo questiona criticamente as premissas epistemológicas que sustentam o sistema de accountability da qualidade educacional. O foco deste exercício teórico é a concepção de conhecimento subjacente aos indicadores de qualidade educacional a fim de discutir seus princípios e limites fundamentais. Na primeira parte, e tomando como referência o caso chileno, é desenvolvida uma descrição geral da responsabilidade e dos pressupostos epistemológicos que justificam sua coerência interna, bem como de uma suposta objetividade referente aos padrões de medição e desempenho. Na segunda seção, os limites da noção de objetividade são problematizados a partir de abordagens epistemológicas da Física e da Fenomenologia contemporâneas. Em conclusão, apresentamos algumas implicâncias e orientações às políticas educativas de qualidade educativa.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[calidad educativa]]></kwd>
<kwd lng="es"><![CDATA[accountability]]></kwd>
<kwd lng="es"><![CDATA[objetividad]]></kwd>
<kwd lng="es"><![CDATA[epistemologías de la complejidad]]></kwd>
<kwd lng="en"><![CDATA[educational quality]]></kwd>
<kwd lng="en"><![CDATA[accountability]]></kwd>
<kwd lng="en"><![CDATA[objectivity]]></kwd>
<kwd lng="en"><![CDATA[epistemology of complexity]]></kwd>
<kwd lng="pt"><![CDATA[qualidade educacional]]></kwd>
<kwd lng="pt"><![CDATA[accountability]]></kwd>
<kwd lng="pt"><![CDATA[objetividade]]></kwd>
<kwd lng="pt"><![CDATA[epistemologias da complexidade]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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