QUALITY FOR WHOM? THE DISPUTE OVER THE CONCEPT OF “QUALITY” IN BRAZILIAN EDUCATION

Abstract

In the last millennium, Education has become a central arena for ideological disputes, especially concerning the notion of teaching quality. In this context, different perspectives and interpretations of the term “quality of education” have generated intense public debates and confrontations, whether among civil society actors engaged in social movements or among business organizations that have taken on the role of educating. Our focus lies in examining how these different agents construct distinct meanings around educational provision and the concept of “quality,” and how this dispute affects the right to education in Brazil. The article analyzes public documents, manifestos, and institutional discourses in order to understand the directions the educational system has taken, highlighting Education as a field of conflict between emancipation and domination.