Large-scale assessments and teacher accountability in competency and skills pedagogy

Abstract

This article aims to understand how the national public policies in the field of Education have defended the efficiency of the systems of education of Basic Education through the school evaluations in large scale and to identify in which way the teachers are taken / as agents of change in educational institutions, in a historical context marked by the emphasis on accountability. In addition, it is investigated here to what extent the teaching work in Brazil is being disputed and shaped by the multilateral organisms (OM), counting on strategic sectors of the private apparatuses of hegemony, as they are the cases of the traditional bourgeois media. The issues discussed here are at a historical juncture marked by disputes in the curricular field of Basic Education, which include the National Curricular Common Base (BNCC) and the hegemonic pedagogical formulations, with emphasis on the pedagogy of skills and abilities.