<?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>S1517-97022015000401069</article-id>
<article-id pub-id-type="doi">10.1590/S1517-97022015410400201</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Uma conversa com Paul Standish sobre os trail-effects da psicologia e a &#8220;cultura da auditoria&#8221; na educação]]></article-title>
<article-title xml:lang="en"><![CDATA[A conversation with Paul Standish about the trail-effects of psychology and the audit culture in education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gottschalk]]></surname>
<given-names><![CDATA[Cristiane Maria Cornelia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</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>4</numero>
<fpage>1069</fpage>
<lpage>1089</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022015000401069&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022015000401069&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022015000401069&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[ResumoEm tempos t&#227;o sombrios para a pesquisa educacional em v&#225;rias partes do mundo, em que educadores e pesquisadores est&#227;o submetidos a uma cultura de auditoria cada vez mais implac&#225;vel, tivemos o privil&#233;gio de entrevistar um dos poucos fil&#243;sofos que, de uma perspectiva filos&#243;fica, questionam esse tipo de gest&#227;o educacional: Paul Standish, professor e diretor do Centro de Filosofia da Educa&#231;&#227;o do Instituto de Educa&#231;&#227;o da Universidade de Londres (University College London Institution of Education). Uma de suas principais cr&#237;ticas incide sobre o transporte abusivo de procedimentos cont&#225;beis, caracter&#237;sticos do campo da administra&#231;&#227;o, para a proposi&#231;&#227;o de pol&#237;ticas educacionais que visariam a uma equivalente &#8220;transpar&#234;ncia cont&#225;bil&#8221;. Recorre a fil&#243;sofos como Wittgenstein e Austin, entre outros, para desconstruir o mito da transpar&#234;ncia da presta&#231;&#227;o de contas no campo da educa&#231;&#227;o quando s&#227;o adotadas medidas avaliativas e de gest&#227;o pretensamente objetivas e eficientes, mas que, na verdade, t&#234;m tido como resultado a imposi&#231;&#227;o de modelos emp&#237;ricos de comportamento e de pensamento extremamente reducionistas e dogm&#225;ticos. Segundo ele, boa parte desses modelos &#233; oriunda da psicologia, a qual, mesmo tendo alterado substancialmente seus aparatos te&#243;ricos como tamb&#233;m suas pr&#225;ticas ao longo das &#250;ltimas d&#233;cadas, trouxe cren&#231;as iniciais que deixaram o que Paul Standish denomina de trail-effects* no imagin&#225;rio do senso comum, os quais agem sub-repticiamente na base da cultura de auditoria que vem se instaurando no campo da educa&#231;&#227;o. Ao longo da entrevista, Standish tamb&#233;m aborda quest&#245;es relativas ao lugar da filosofia anal&#237;tica na educa&#231;&#227;o, com suas diferentes vertentes; questiona o modo como o p&#243;s-estruturalismo tem sido apropriado pela pesquisa educacional; critica o uso da express&#227;o ci&#234;ncia da educa&#231;&#227;o, quando se desconsidera o fato de que as quest&#245;es mais fundamentais da educa&#231;&#227;o n&#227;o podem ser resolvidas empiricamente; reflete sobre a forma&#231;&#227;o do professor e as diferentes maneiras de se transmitir conhecimento; e enfatiza a import&#226;ncia e a fecundidade das ideias de Wittgenstein tendo em vista esclarecer as confus&#245;es filos&#243;ficas em que nos enredamos quando a linguagem &#8220;entra em f&#233;rias&#8221;.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[AbstractIn times so grim for educational research in various parts of the world, where educators and researchers are subjected to an increasingly ruthless audit culture, we have had the privilege of interviewing one of the few philosophers who question this type of educational management from a philosophical perspective: Paul Standish, Professor and Head of the Centre for Philosophy of Education at University College London Institution of Education. One of his main criticisms focuses on the abusive transport of accounting procedures, characteristic of the field of administration, to proposing educational policies that supposedly aim at an equivalent accounting transparency. He refers to philosophers like Wittgenstein and Austin, among others, to deconstruct the myth of accounting transparency in education, when evaluative and management measures are adopted. Such supposedly objective and efficient measures have actually resulted in the imposition of empirical models of behaviour and thinking which are extremely reductionist and dogmatic. According to him, most of these models come from the field of psychology, which, despite having substantially changed its theoretical apparatus as well as its practices over the past few decades, has brought initial beliefs which have left trail-effects in the imaginary of common sense, acting surreptitiously on the basis of the audit culture that has established itself in the field of education. Throughout the interview, Standish also addresses issues relating to the place of analytic philosophy in education, with its various approaches, questions how post-structuralism has been appropriated by educational research, criticizes the use of the term science of education when one disregards the fact that the most fundamental issues of education cannot be resolved empirically, reflects on teacher education and the different ways of transmitting knowledge, and emphasizes the importance and fecundity of Wittgenstein&#8217;s ideas aiming at the clarification of the philosophical confusions that we become entangled with when language &#8220;goes on vacation&#8221;.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Filosofia da educação]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação escolar]]></kwd>
<kwd lng="pt"><![CDATA[Gestão educacional]]></kwd>
<kwd lng="pt"><![CDATA[Teoria e prática educacionais]]></kwd>
<kwd lng="pt"><![CDATA[Wittgenstein]]></kwd>
<kwd lng="en"><![CDATA[Philosophy of education]]></kwd>
<kwd lng="en"><![CDATA[School evaluation]]></kwd>
<kwd lng="en"><![CDATA[Educational administration]]></kwd>
<kwd lng="en"><![CDATA[Educational theory and practice]]></kwd>
<kwd lng="en"><![CDATA[Wittgenstein]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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