<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582022000300588</article-id>
<article-id pub-id-type="doi">10.15359/ree.26-3.32</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El uso de indicadores de la calidad educativa: una discusión crítica a partir del caso chileno]]></article-title>
<article-title xml:lang="en"><![CDATA[The use of indicators of educational quality: a critical discussion from the chilean case]]></article-title>
<article-title xml:lang="pt"><![CDATA[O uso de indicadores de qualidade educacional: Uma discussão crítica a partir do caso chileno]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Galioto]]></surname>
<given-names><![CDATA[Carmelo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de O&#8217;Higgins  ]]></institution>
<addr-line><![CDATA[Rancagua ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<volume>26</volume>
<numero>3</numero>
<fpage>588</fpage>
<lpage>602</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582022000300588&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582022000300588&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582022000300588&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción. Las políticas educativas contemporáneas para los sistemas escolares ponen énfasis en la evaluación de la calidad educativa a través de resultados en test estandarizados o sobre la base de indicadores de desempeño.  Propósito.  Desarrollar una problematización de la operacionalización y estandarización de la noción de calidad de la educación escolar básica y media, tomando como caso de estudio la decisión de la Agencia de la Calidad Educativa de Chile de introducir indicadores de desarrollo personal y social.  Discusión.  El ensayo recurre a la noción de cultura de la auditoría desde la bibliografía socio-antropológica y a las reflexiones de Hannah Arendt para problematizar el uso de indicadores en el ámbito de las políticas educativas para los niveles de enseñanza básica y media. En primera instancia se argumenta que estos indicadores de evaluación están enmarcados en una ''cultura de auditoría'' (audit culture) y, en particular, en un aspecto de ella que ha sido acuñado como ''juego de indicadores'' (indicator game). En segunda instancia, se argumenta la insuficiencia de estos indicadores para dar cuenta del desarrollo personal y social; para mostrar eso, se plantea una definición sustantiva de educación escolar recabada desde Hannah Arendt: un fenómeno que inserta en el mundo la novedad representada por el estudiantado.  Conclusiones.  Los indicadores de medición de la calidad reducen inevitablemente el fenómeno a medir. Sin perjuicio de lo anterior, la atención de las políticas educativas a un aspecto sustantivo como el desarrollo personal y social puede ser aprovechado para debatir qué educación escolar estamos pensando y diseñando.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction.  Contemporary educational policies for school systems emphasize the evaluation of educational quality through results obtained from standardized tests or performance indicators.  Purpose.  To develop a problematization of the operationalization and standardization of the notion of quality in school education, taking as a case study the decision of the Chilean Educational Quality Agency to introduce indicators of personal and social development.  Discussion.  The essay uses the notion of audit culture from the socio-anthropological literature and the reflections of Hannah Arendt in order to problematize the use of indicators in the field of educational policies for primary and secondary schools. In the first instance, it is argued that these evaluation indicators are framed in what the scientific literature has defined as an ''audit culture'' and, in particular, in an aspect of it that has been coined as the ''indicator game.'' In the second instance, it is argued that these indicators are insufficient to account for personal and social development; this is shown by proposing a substantive definition of school education obtained from Hannah Arendt: a phenomenon that inserts the novelty represented by the students into the world.  Conclusions.  These measurement indicators of quality inevitably reduce the phenomenon to be measured. Notwithstanding the foregoing, the attention of educational policies to a substantive aspect such as personal and social development can be used to discuss what school education we are thinking about and designing.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução.  As políticas educacionais contemporâneas para os sistemas escolares enfatizam a avaliação da qualidade educacional por meio de resultados de testes padronizados ou com base em indicadores de desempenho.  Objetivo.  Desenvolver uma problematização da operacionalização e padronização da noção de qualidade na educação escolar, tomando como estudo de caso a decisão da Agência Chilena de Qualidade Educacional de introduzir indicadores de desenvolvimento pessoal e social.  Discussão.  O ensaio recorre à noção da cultura de auditoria desde a literatura socioantropológica e às reflexões de Hannah Arendt para problematizar o uso de indicadores no âmbito das políticas educativas para os níveis fundamental e médio. Em primeiro lugar, argumenta-se que esses indicadores de avaliação são enquadrados no que a literatura científica definiu como uma ''cultura de auditoria'' e, em particular, em um aspecto dela que foi cunhado como um jogo de indicadores. No segundo passo, argumenta-se que esses indicadores são insuficientes para dar conta do desenvolvimento pessoal e social. Para demonstrar isso, propõe-se uma definição substantiva de educação escolar obtida de Hannah Arendt: um fenômeno que insere no mundo a novidade representada pelos estudantes.  Conclusão.  Esses indicadores de medição inevitavelmente reduzem o fenômeno a ser medido. Não obstante o exposto, a atenção das políticas educacionais a um aspecto substantivo como o desenvolvimento pessoal e social pode ser utilizada para debater sobre qual educação escolar estamos pensando e projetando.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Escuela]]></kwd>
<kwd lng="es"><![CDATA[indicadores]]></kwd>
<kwd lng="es"><![CDATA[calidad educativa]]></kwd>
<kwd lng="es"><![CDATA[problematización]]></kwd>
<kwd lng="en"><![CDATA[School]]></kwd>
<kwd lng="en"><![CDATA[indicators]]></kwd>
<kwd lng="en"><![CDATA[educational quality]]></kwd>
<kwd lng="en"><![CDATA[problematization]]></kwd>
<kwd lng="pt"><![CDATA[Escola]]></kwd>
<kwd lng="pt"><![CDATA[indicadores]]></kwd>
<kwd lng="pt"><![CDATA[qualidade educacional]]></kwd>
<kwd lng="pt"><![CDATA[problematização]]></kwd>
</kwd-group>
</article-meta>
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