Los antecedentes históricos de la cultura evaluativa global en el ámbito de la educación

Christian Ydessen, Karen Egedal Andreasen

Resumen


El presente artículo parte de la idea de que la educación contemporánea está caracterizada por la presencia de una cultura evaluativa global. Dicha cultura refleja el hecho de que los resultados y los estándares del aprendizaje de los estudiantes son el foco de atención de quienes elaboran las políticas públicas en todo el mundo. Así, la cultura evaluativa global tiene un papel preponderante tanto en las políticas de educación como en las condiciones en las que se desarrollan las prácticas educativas en los diferentes contextos nacionales. El objetivo de este artículo es proporcionar una descripción breve y de calidad de los precursores, antecedentes y condiciones que alentaron y facilitaron el surgimiento de la cultura evaluativa global que observamos en nuestros días. El artículo se estructura a partir de dos etapas cronológicas. La primera abarca la confluencia de la educación comparada con la aparición de la psicología aplicada y las estructuras organizacionales transnacionales que comenzaron a formarse en el contexto previo a la Segunda Guerra Mundial. La segunda etapa comprende el surgimiento de fundaciones y organizaciones dedicadas a la cultura evaluativa global luego de la Segunda Guerra Mundial, período en el que se evidenció una especial preocupación por las comparaciones y mediciones en el ámbito de la educación. Se postula en este artículo que estos desarrollos, que se produjeron a partir de un marco establecido principalmente durante los años de entreguerras, se fusionaron con posterioridad en una trayectoria promovida por las políticas durante la Guerra Fría, y se convirtieron luego en una tendencia predominante a partir de la década de 1990.


Palabras clave


Cultura evaluativa; educación; organizaciones internacionales; historia

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