La calidad educativa una noción neoliberal, propia del darwinismo pedagógico
Abstract
La introducción de la noción de calidad en la educación involucra aspectos coetáneos a los sistemas educativos, propios del mundo empresarial, tales como el control de calidad, mejoramiento de calidad, aseguramiento de la calidad. Con todas estas denominaciones tecnocráticas se está diciendo que la educación debe considerarse como una empresa, que produce mercancías, y esas mercancías deben estar sujetas a procesos de control que apunten a generar mejores resultados, que pueden ser cuantificados y estandarizados. Este artículo pretende demostrar que un proyecto de educación crítico e integral, no puede asumir el término de calidad educativa ni, por supuesto, su contenido, porque éste forma parte del darwinismo pedagógico que se ha impuesto en las últimas décadas y que ha arrasado con los sistemas públicos de educación en todo el planeta.
The introduction of the concept of quality in education involves aspects peers; own the business, such as quality control, quality improvement, quality assurance world educational systems. With all these technocratic denominations are saying that education should be considered a company that produces goods, and the goods should be subject to control processes that aim to generate better results, which can be quantífied and standardized. This article seeks to demonstrate that a project critical and integral education, cannot assume the term of educational quality and, of course, its content, because it is part of the teaching Darwinism that has prevailed in recent decades and that has devastated the public education systems worldwide.
The introduction of the concept of quality in education involves aspects peers; own the business, such as quality control, quality improvement, quality assurance world educational systems. With all these technocratic denominations are saying that education should be considered a company that produces goods, and the goods should be subject to control processes that aim to generate better results, which can be quantífied and standardized. This article seeks to demonstrate that a project critical and integral education, cannot assume the term of educational quality and, of course, its content, because it is part of the teaching Darwinism that has prevailed in recent decades and that has devastated the public education systems worldwide.
Description
Vol. 7, No. 2