Processos e sentidos da regulação transnacional da profissão docente: Uma análise das Cimeiras Internacionais sobre a Profissão Docente (2011-2017)

Abstract

The article analyzes the ways in which, in a scenario of intensification and sophistication of transnational regulation processes in education, this intervention occurs at the level of regulation of the teaching profession. It focuses on the analysis of Organization for Economic Cooperation and Development (OECD) International Summits. We seek to understand how the challenges faced by the teaching profession at global level are raised and prioritized, and also how the resolutions to be adopted are considered by national actors. The study reveals a preference for the comparative paradigm of education in conducting the Summits, anchored in the use of expert knowledge produced in large-scale studies. This process results in the construction of an argument that attests the existence of a problem in need urgent intervention on a global scale, and in signaling the ‘best practices' that point to the solution to be addressed.