Datafication in Schools: Enactments of Quality Assurance and Evaluation Policies in Brazil

Autor/in	Candido, Helena Hinke Dobrochinski
Titel	Datafication in Schools: Enactments of Quality Assurance and Evaluation Policies in Brazil
Quelle	In: International Studies in Sociology of Education, 29 (2020) 1-2, S.126-157 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Candido, Helena Hinke Dobrochinski)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0962-0214
DOI	10.1080/09620214.2019.1656101
Schlagwörter	Educational Quality; Quality Assurance; Foreign Countries; Educational Policy; Educational Change; Discourse Analysis; Principals; Administrator Attitudes; Parent Attitudes; Teacher Attitudes; Student Attitudes; Governance; Elementary Secondary Education; Brazil + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Qualitätssicherung; Ausland; Politics of education; Bildungspolitik; Bildungsreform; Diskursanalyse; Principal; Schulleiter; Elternverhalten; Lehrerverhalten; Schülerverhalten; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Brasilien
Abstract	This paper investigates datafication in schools through an analysis of the enactments of quality assurance and evaluation (QAE) policies in Brazil. In doing so, I question how data permeates and changes school environments, school actors' conduct and their imaginaries. QAE policies encompass large-scale assessments, indicators, rankings and other steering mechanisms, but importantly connect data to quality in education. Here, I analyse the discourses of school actors (principals, coordinators, supervisors, teachers, students and parents) from three Brazilian public schools collected through semi-structured interviews (n = 28). Data manifests in those schools as a technology of government. Schools enact QAE policies in distinct ways, incorporating the idea of governmentality, but also proposing alternative patterns of action. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01