A falta de alguma ou mesmo muita informação pode fazer-nos pensar que entre nós se anda a desbravar terreno desconhecido em Educação, quando apenas se procuram replicar experiências, neste caso a dos EUA com os Common Core Sandards, as tais aprendizagens padronizadas essenciais que não sou apenas eu a colocar em causa por se tratar de uma visão redutora da Educação Básica, curiosamente lá implementada pela administração Obama em complemento a uma enorme padronização dos mecanismos de avaliação dos alunos. Tudo em nome do sucesso, embora lá com menos conversas fofas e mais monitorização do que apenas passar os alunos no fim.
A ler, para quem se queira informar sobre as diferentes perspectivas sobre este assunto, em vez de levantar poeira e comentar o que desconhece, porque o “pensamento crítico” e as “competências mais elevadas” carecem de alguma sustentação:
I will begin by setting the context for the development of the standards.
They arrive at a time when American public education and its teachers are under attack. Never have public schools been as subject to upheaval, assault, and chaos as they are today. Unlike modern corporations, which extol creative disruption, schools need stability, not constant turnover and change. Yet for the past dozen years, ill-advised federal and state policies have rained down on students, teachers, principals, and schools.
The advocates of the standards saw them as a way to raise test scores by making sure that students everywhere in every grade were taught using the same standards. They believed that common standards would automatically guarantee equity. Some spoke of the Common Core as a civil rights issue. They emphasized that the Common Core standards would be far more rigorous than most state standards and they predicted that students would improve their academic performance in response to raising the bar.
Last spring, when it became clear that there would be no field testing, I decided I could not support the standards. I objected to the lack of any democratic participation in their development; I objected to the absence of any process for revising them, and I was fearful that they were setting unreachable targets for most students. I also was concerned that they would deepen the sense of crisis about American education that has been used to attack the very principle of public education. In my latest book, I demonstrated, using data on the U.S. Department of Education website that the current sense of crisis about our nation’s public schools was exaggerated; that test scores were the highest they had ever been in our history for whites, African Americans, Latinos, and Asians; that graduation rates for all groups were the highest in our history; and that the dropout rate was the lowest ever in our history.
Eu encontro por aqui algumas semelhanças…