External Evaluation Policies and Corporate Reform: Effects on the Social Quality of Education

Editorial

Abstract

Officially, the discourse surrounding external evaluation policies, since their introduction in the country, particularly from the 1990s onward, has been associated with the thesis of promoting educational quality. Since then, academic research has focused on analyzing what such quality signifies, for whom it is intended, and what interests it involves. Quality conceived from the perspective of which subject? For which society? From a critical standpoint, it is impossible to view the category of educational evaluation without examining its relationship with the macro structure of our society's organization. In summary, the category of evaluation is eminently political. It is in this context that the Dossier in the current issue of REPOD presents contributions from various authors to the discussion of External Evaluation Policies and their effects on the social quality of education.