The right to debate what quality education is

Abstract

The subject of this article is the quality of education from a historical and conceptual perspective. The research problem is the breadth ascribed to the conceptual discussion on quality education. What, after all, is quality of education and what elements need to be considered in this debate? It is known that since it was first implemented, the discourse on quality education has ranged from both the perspective of management and measuring educational results and from the didactic-pedagogical point of view and its consequences for the learning process. Therefore, the main objective of this research is to elucidate historical and conceptual aspects of the quality of education, from the first movements in 1958 to international regulatory marks in the 21st century. The goal is to establish lines of reasoning that are helpful in the discussion about the nature of quality of education and its practical applicability. The methodology of this article is qualitative, and its objectives are exploratory. The technical research procedure was bibliographical research. The results of the research point to the fact that the discussion on quality education requires treatment from a multidimensional perspective, considering conceptual aspects and extra and intra-school dimensions, envisioning to identify internal and external influences in enhancing or weakening educational quality.