Performativity, innovation and accountability. A case study on teacher discourses in the era of the Global Educational Agenda

Abstract

The incorporation of strategies and mechanisms of business management in education have generated a mercantilist vision of it, influenced by international organizations, which transforms the discourses and, consequently, the teaching practices. In this framework, the purpose of the research is to delve into the discourses that guide the practices of teachers and how they are mediated by the policies of the Global Education Agenda. For this, a case study is carried out using two procedures: semi-structured interview and discussion group. As results, we can observe that teachers express the perception of an increased bureaucratic burden as part of the control and accountability with the educational administration and the desire to develop innovative methodologies, generally related to new technologies. As well as the imposition of academic results in the design and execution of teaching practices.