Matriz nacional comum de competências do diretor escolar e sua relação com as proposições da organização para cooperação e desenvolvimento econômico (OCDE).

Abstract

This work aims to relate the proposals made by the Organization for Economic Cooperation and Development (OECD) for Brazilian education with the National Competence Matrix for the school director, created during the political scenario of fragility. Based on documentary research and literature review, we sought to understand how this proposal is based on the discourse of teaching pedagogy skills conveyed in the discourse promoted by the OECD and other bodies International. Taking inspiration from historical-dialectical materialism, the theoretical framework adopted came from studies by Botelho and Silva (2022), Matos and Carvalho (2023), Braga, Silva and Duarte (2023) and Pereira (2016). The materials analyzed were documents produced by the Organization for Economic Co-operation and Development (OECD), in particular the documents: School Leadership for Learning Insights from TALIS 2013, Teaching Standards and Standards for School Principals: A Comparative Study, Improving School Leadership - Volume 1: Policy and Practice, and the National Competency Matrix for the school principal. You specific objectives were used. In this way, the present study is organized into three parts: the first is dedicated to talking about the influence of International Organizations on Brazilian education, highlighting how they can spread their ideals; the second has for focus on the OECD and what is disseminated in its documents that express the political conception of organization regarding school management. The third and final part is dedicated to analyzing matrix, understanding how OECD propositions are represented in the document. The research results point to contradictions in the matrix, which uses democratic precepts to promote their skills while being based on skills pedagogy.