The absence of theorization of the quality of education. Between the abstract empiricism and the idealism

Abstract

From premises of psychoanalysis and political theories posfundacionales, this article is a critical analysis of the ideology that is contained in the term "quality of education". Belonging to a now-hegemonic discourse, the term of quality tends to be used as ideological flag in the justification of the main changes promoted by the educational policies at the international level. It is argued that one of the main features of such discourse, is the uniqueness of their approach, which ignored the individuals and the events. This phenomenon has had as a consequence that in recent years, the discourse of educational quality experience an accelerated process of wear, especially against other alternative discourse in education, especially those marked by terms such as "community", "inclusion" and "concrete universality".