Rendición de cuentas y política educativa: Una revisión de la evidencia internacional y futuros retos para la investigación

  • Lluís Parcerisa Universitat Autònoma de Barcelona
  • Antoni Verger Universitat Autònoma de Barcelona
Palabras clave: política educativa, profesionalismo docente, recontextualización, rendición de cuentas, rendición de cuentas basada en pruebas, trabajo docente.


La rendición de cuentas (RdC) ha devenido un tema central en la agenda educativa global, y actualmente muchos países están adoptando nuevos sistemas de RdC en sus sistemas educativos. Sin embargo, las reformas de RdC, lejos de ser homogéneas, se pueden basar en enfoques y operar en direcciones muy diferentes. Utilizando una metodología de revisión de literatura conocida como scoping review, este artículo analiza los principales efectos de las políticas de RdC en diversas dimensiones educativas. La evidencia revisada muestra que la RdC tiene efectos diferentes dependiendo del diseño, la recepción y el proceso de aplicación de dicha política, así como del contexto socioeconómico e institucional de las escuelas en que se aplica. El artículo identifica además las principales lagunas de la literatura existente sobre RdC en el ámbito educativo, y sistematiza cuatro premisas con las que orientar investigación futura sobre la temática.


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