Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

Since 2013, the Organization for Economic Co-operation and Development (OECD) has been developing an intervention in education in Portugal, with the objective of building a National Skills Strategy, with a particular focus on adult education and, later on (2017), in the context of a national policy for primary and secondary education, the Project Autonomy and Curriculum Flexibility. In both cases, these are policies under the Education e Training 2020 Program, within the framework of European education policies, and constitute dynamics that mobilize the direct work of OECD technicians with actors in the field of schools and other educational contexts. The Europeanisation of education and public policies in this field, and generally the action of supranational organizations, is the expression of a new educational order associated with political processes and projects of globalization and the knowledge based economy. In this paper, the pathway of the Europeanization of education is analyzed in order to discuss, taking in account the above mentioned education policies, whether the centrality of national mediation may be taking different forms derived from this more recent connection in action in education between global and local actors and contexts. These metamorphoses can, for example, take place through previously unknown articulations in the constitution of global and local spaces, with new roles and protagonisms for national authorities, as well as for international organizations and other profiles for actors and local contexts.

This article analyzes the implications for the teaching work coming from the policy of external evaluation in the Municipal Network of Education of Florianópolis (RME) due to its financing by the Inter-American Development Bank (BID), from 2012. A network of relations is presented to from the contracting of the Center for Public Policies and Education Evaluation of the Federal University of Juiz de Fora (CAEd / UFJF) to formulate, analyze and devolve the results of the evaluation; the active participation of its formulators in the State apparatus; his performances in private organizations are articulated with fractions of capital, clarifying the bourgeois class character of this policy. As a consequence of this logic, it is evident that the recommendations expressed to the work of the teacher of the network are presented as a pretended humanized way to hold, intensify and control the teaching work in line with the current movement of capitalism.

The broad area of education in the European Union was generally seen as a national question and responsibility, an area of subsidiarity, but over time there is a convergence of policy across the nations. The EU does not command convergence; indeed, it is unable to, but it does govern the area of education of education at all stages more and more. The problem of governing, how it can operate and what tools to use, is an interesting case of an ambiguous area within the EU and about calling an area into creation so that it can be managed effectively and quietly. In doing so, the governing technologies that are used are of as much interest as the actual policies proposed and so are the range of actors who participate in the construction and regulation of European education. Complex networks of public and private experts, using new data technologies and producing analyses and new benchmarks and standards, are brought together through various funding schemes into a system of attraction and persuasion, soft governance. Significant numbers of professionals have been willingly producing new political technologies, including data systems and standards, and the complex material production of new systems of education, and incorporate political technology, data production, experts and labour processes. The system has worked well but is it more than just coping with the ordinary present?

In this work, we sought to identify and characterize the Brazilian literacy research groups that thematicalize the process of initial teaching and learning of reading and writing. Data were collected from the page of the National Council of Scientific and Technological Development (CNPq), from the term "literacy", without temporal cut. Next, group page analysis, tabulation and analysis of the results were performed. 95 research groups were identified that study literacy, most of which are located in the Southeast of the Country. Literacy has become an object of research through different thematic approaches. Literacy is present in different fields and areas of knowledge, revealing its interdisciplinary character and its appropriation to the understanding of phenomena of different orders.

This article aims to present the propositions of the Organization for Economic Cooperation and Development (OECD), based on the results Program International Student Assessment (Pisa), for the Brazilian educational policy and as part of them materialize mainly in the dimensions management and evaluation of the educational system. To this end, we analyzed documents produced by the Organization that make recommendations to Brazilian public basic education, with reference to the period from 2000 to 2015. In the national context, we studied federal government documents - Education Development Plan (2007); Decree 6,094 / 2007; National Education Plan (2014-2024) - highlighting the articulations between the two spheres, State and OECD. It is worth noting the deepening of the political and educational relations between Brazil and OECD that result in the materialization of the propositions of that Organization in the national policies for Basic Education. In conclusion, this process has redefined the assumptions of democratic management and intensified external evaluations as a mechanism for controlling and encouraging a type of educational quality that meets the interests of capital.

This article seeks to understand the multiple determinations regarding the commitment to the privatization of public education in Latin American. It is observed the constitution of a network political of group of businessmen, economic groups, financial institutions and multilateral organizations that were organized and articulated to focus in the decision making in the educational politics in the Latin American countries, notably the Movement Education for All, in Brazil, and the Latin American Network of Civil Society Organizations for Education. In the methodological development, we proceeded to the survey and analysis of primary sources (official documents, institutional and reports) and secondary sources (researches and productions on the subject). In addition, we use the social network analysis methodology. As a result, we observe that networks influence strategies and alliances that allow us to understand more interdependently and the context of public policy in education.

This paper discusses the project of Education developed by the, some aspects of the Inter-American Development Bank, its history, its internal organization and contracts addressed to Brazil. We analyzed a huge documental corpus about the general guidelines of IADB, its milestone and projects for the sector of Education. The findings evidence that, under the pretext of poverty alleviation, the IADB’s policies aim at narrow the teacher training; strength control over teaching work through the curriculum reform, implement large scales assessment, coaching; adopt flexible management; destroy the teaching career by its replacement by meritocratic; introduce measures of accountability; adopt vouchers besides other forms of privatization of education, which affect since the material choice until the management outsourcing of the public schools.

This article analyzes how the Organization for Economic Cooperation and Development-OECD gained control of the knowledge in the educational field through the speech of the anticipated future. It is a bibliographic and documentary research. In the last decades the OECD has been outstanding for having invented powerful instruments of evaluation in the educational field, for example, Programme for International Student Assessment (Pisa). We believe this exam works in addition to a large-scale evaluation program. It is an OECD showcase that is able to, politically and economically, control global knowledge in the educational space through the discourse of the anticipated future. We conclude that this discourse represents a movement toward the creation of new chains of value production whose predictors are represented by the new “prophets” of neoliberal education.