Discursos de responsabilização docente nas políticas curriculares na região Ibero-americana

Abstract

Accountability policies are presented as public policies of control and regulation that have been amplifying different discussions in the educational context. The accountability policies are being problematized. In front of the multiple possibilities of signifying accountability, the direct link between students performance in large-scale assessments and the performance and training of teachers has provoked profound changes not only in their relation to the curriculum, but also in the very nature of the teachers work and training (DIAS, 2013; 2014; 2016). This work, Teachers accountability discourses in curriculum policies for the Ibero-American region, is one of the countless possibilities of dialoguing with my peers, the academy and other social actors on the subject. In order to do this, we have chosen as sources of discursive analysis the political texts: Metas Educativas 2021 Profesión docente: aprendizaje y desarrollo profesional docente (OEI, 2009a); Metas Educativas 2021 Reformas educativas; calidad, equidad y reformas en la enseñanza (OEI, 2009b) e Miradas sobre la Educación en Iberoamérica Desarrollo profesional docente y mejora de la educación (OEI, 2013). We have opted to analyze those documents because they are results of different consensus and collective agreements, they are part of an important period for Ibero- America (2009-2013) and because they characterize current curricular policy expressions that serves as references to the region's educational systems. Theoretically and methodologically guided by the Policy Cycle approach (BALL & BOWE, 1998), we aim to identify the discourses of the Organization of the Ibero-American States (OEI) that sustain and/or promote teaching accountability within this context. We interpreted trends that led us to different discursive axis, which were classified as: common vision, idea of future and attribution of responsibilities. Aims, projections and targets addressed to the curriculum, under the strong influence of international organizations and politically authorized subjects, are being constantly negotiated and disputed to discursively signify unstable, contingent and fluid meanings, filled with disparate interests. In a clear and ambivalente way, OEI speeches support and promote the teaching responsibility, once the educational failure is directly related to students lack of learning, deficient teachers education and the unsatisfactory results in external evaluations. In this context, the teachers are considered key elements to the teaching improvement and guarantee of a quality education (DIAS, 2015; FREITAS, 2013). Other factors taken as guides to the educational success, as important as the role played by the teacher, get less relevance or are not considered