A formação docente e as organizações internacionais: Uma agenda focada na performatividade dos professores e na eficácia escolar

Abstract

The aim of the article is to highlight the role of international organizations in building a new agenda for teacher training, especially in Latin America and the Caribbean, as a manifestation of transnational regulation of education policies, which relies on school effectiveness as a measure of quality of the system. The predominant theoretical references are those of educational regulation (João Barroso and Christian Maroy), with emphasis on transnational regulation, and the idea of a Globally Structured Agenda for Education, developed by Roger Dale. In methodological terms, the study included documents on the profession and teacher training prepared within the Organization for Economic Cooperation and Development (OECD), the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the Regional Workshop on Education for Latin America and the Caribbean (Orealc) between the years 2010 and 2018. It was found that these organizations contribute to an isomorphism of teacher training policies around the world, which are increasingly directed according to a culture of performance and evaluation of results.