<?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>1981-1969</journal-id>
<journal-title><![CDATA[Jornal de Políticas Educacionais]]></journal-title>
<abbrev-journal-title><![CDATA[J. Pol. Educ-s]]></abbrev-journal-title>
<issn>1981-1969</issn>
<publisher>
<publisher-name><![CDATA[Núcleo de Políticas Educacionais da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-19692023000100205</article-id>
<article-id pub-id-type="doi">10.5380/jpe.v17i0.92211</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Más allá de los números: los usos políticos de los datos de la evaluación nacional Aprender en la formulación de políticas educativas. Un análisis documental de políticas nacionales en Argentina (2016-2019)]]></article-title>
<article-title xml:lang="pt"><![CDATA[Além dos números: os usos dos dados de avaliações de aprendizagem em larga escala na elaboração de políticas educacionais. Uma análise documental das políticas nacionais na Argentina (2016-2019)]]></article-title>
<article-title xml:lang="en"><![CDATA[Beyond the numbers: the political uses of the national large-scale assessment Aprender in education policymaking. A document analysis of national policies in Argentina (2016-2019)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Leavy]]></surname>
<given-names><![CDATA[Marina López]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Barcelona  ]]></institution>
<addr-line><![CDATA[Cerdanyola del Vallès ]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>17</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-19692023000100205&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-19692023000100205&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-19692023000100205&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En las últimas tres décadas, las evaluaciones de aprendizajes a gran escala han experimentado una expansión e institucionalización sin precedentes en los sistemas educativos latinoamericanos. Sin embargo, las investigaciones sobre esta cuestión han tendido a centrarse en la adopción de los instrumentos; mientras los usos dados a los datos derivados de estas evaluaciones en la formulación de políticas educativas han recibido poca atención. Este artículo presenta los hallazgos de un estudio de caso cualitativo basado en el análisis documental (n=31) de ocho políticas nacionales formuladas entre 2016 y 2019 en Argentina. Este período estuvo marcado por una nueva gestión gubernamental que enfatizaba el discurso de políticas basadas en evidencia y la recuperación de la evaluación nacional de aprendizajes, Aprender (anteriormente ONE). El trabajo parte de una revisión de la literatura sobre los usos de la evidencia en educación y en la formulación de políticas públicas, con especial atención a la distinción entre usos instrumentales, conceptuales, simbólicos y no-usos planteado por (COBURN; HONIG; STEIN, 2009). Los resultados muestran que se utilizaron datos de evaluaciones en cinco de las ocho políticas. Los usos fueron principalmente instrumentales y simbólicos, y conceptuales en menor medida. La investigación realiza contribuciones teóricas sobre la estrecha relación entre las motivaciones políticas para legitimar la evaluación nacional y las lógicas para utilizar (o no) sus datos en la formulación de políticas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Nas últimas três décadas, as avaliações de aprendizagem em larga escala passaram por uma expansão e institucionalização sem precedentes nos sistemas educacionais da América Latina. No entanto, as pesquisas sobre essa questão tendem a se concentrar na adoção de instrumentos de política, enquanto os usos feitos dos resultados na elaboração de políticas têm recebido pouca atenção. O artigo apresenta os resultados de um estudo de caso qualitativo usando análise documental (n=31), com foco em oito políticas nacionais formuladas entre 2016 e 2019 na Argentina. Esse período testemunhou uma nova administração governamental que enfatizou o discurso político baseado em evidências e restaurou a avaliação nacional de aprendizado, Aprender (antigo ONE). O estudo baseia-se em uma revisão da literatura sobre os usos de evidências para a elaboração de políticas educacionais, diferenciando entre usos instrumentais, conceituais, simbólicos e não usos (COBURN; HONIG; STEIN, 2009). Os resultados revelam que os dados das avaliações influenciaram a formulação de cinco das oito políticas. O uso de dados abrangeu tanto propósitos instrumentais quanto simbólicos, enquanto o uso conceitual foi menos proeminente e vinculado a outras formas de evidência educacional, como estudos qualitativos. A pesquisa fornece percepções teóricas sobre a estreita relação entre as motivações políticas para legitimar a avaliação nacional e as lógicas oferecidas para usar (ou não) seus dados na elaboração de políticas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Over the past three decades, large-scale learning assessments (LSAs) have undergone unprecedented expansion and institutionalization processes in Latin American education systems. However, research on this issue has tended to focus on the adoption of the policy instruments; while the uses made of LSAs data in education policy formulation have received little attention. The article presents the findings of a qualitative case study utilizing documentary analysis (n=31), focusing on eight national policies formulated between 2016 and 2019 in Argentina. This period witnessed a new government administration emphasizing evidence-based policy discourse and recovering the national learning assessment, Aprender (formerly ONE). The study is based on a review of the literature on the uses of evidence in education and in public policy making, with a special focus on the distinction between instrumental, conceptual, symbolic, and non-uses (COBURN; HONIG; STEIN, 2009). The findings reveal that LSAs data influenced the formulation of five out of the eight policies. The utilization of data encompassed both instrumental and symbolic purposes, while conceptual use was less prominent and linked to other forms of educational evidence, such as qualitative studies. The research provides theoretical insights into the close relationship between the political rationales for legitimating the national assessment and the logics offered for using (or not) its data in policy making.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Evaluación nacional de los aprendizajes a gran escala]]></kwd>
<kwd lng="es"><![CDATA[Formulación de políticas educativas]]></kwd>
<kwd lng="es"><![CDATA[Uso de datos]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação nacional do aprendizado em larga escala]]></kwd>
<kwd lng="pt"><![CDATA[Formulação de políticas educacionais]]></kwd>
<kwd lng="pt"><![CDATA[Uso de dados]]></kwd>
<kwd lng="en"><![CDATA[Large-scale learning assessment]]></kwd>
<kwd lng="en"><![CDATA[Education policy formulation]]></kwd>
<kwd lng="en"><![CDATA[Data uses]]></kwd>
</kwd-group>
</article-meta>
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