As formulações da ocde para educação e suas interfaces com a base nacional comum para a formação de professores (BNC-Formação) no Brasil

Abstract

The present research has as its object of investigation the OECD formulations for education and their interfaces with the Common National Base for Teacher Training (BNC-Formação) in Brazil and aims to answer the following research problem: What are the links between the formulations? of the OECD for education and the Common National Base for teacher training in Brazil? The general objective is to highlight the links between the OECD formulations for education and BNC-Training. Specifically, we seek to: a) Highlight the teacher training project that constitutes the OECD documents for education in the period from 2000 to 2019; b) Highlight how this project is manifested in the National Curricular Guidelines for the Initial Training of Teachers for Basic Education and the Common National Base for the Initial Training of Teachers for Basic Education; c) Present the OECD propositions that were incorporated into the Common National Base for Teacher Training. The study is part of a bibliographical research that looked for the context of deepening neoliberal policies for teacher training in Brazil, which included labor reform, pension reform and administrative reform, which include the precariousness of work and uberization. The Marxian thesis that legal relations can only be understood in the light of political economy served as inspiration. Documentary research made it possible to identify six links between the documents formulated by the OECD and the National Curricular Guidelines for Initial Training at Higher Level of Teachers for Basic Education, which are: 1) The documents follow the neoliberal logic of information manipulation; 2) They use studies commissioned from private institutions as a source of data; 3) Present a conception of education based on economic principles; 4) The curriculum and results of basic education students measured via large-scale testing and assessment are parameters for the development of training policies and control of teaching work; 5) They criticize teacher training for its “excess of theory” and point out the need for training for “practice” and the adoption of a utilitarian concept of practice; 6) Teacher training must allow guidance on job, career and remuneration plans through the assessment of competence and skills. The analysis of the OECD guidelines in relation to BNC-Formação allows us to conclude that it is a more perverse project for the training of Brazilian teachers, because it intensifies a conception of valorization based on the theory of human capital and the pedagogy of skills that hide the real interests of big capital and despises the implementation of reforms that drastically reduce investments in public education at all levels.

The present research has as its object of investigation the OECD formulations for education and their interfaces with the Common National Base for Teacher Training (BNC-Formação) in Brazil and aims to answer the following research problem: What are the links between the formulations? of the OECD for education and the Common National Base for teacher training in Brazil? The general objective is to highlight the links between the OECD formulations for education and BNC-Training. Specifically, we seek to: a) Highlight the teacher training project that constitutes the OECD documents for education in the period from 2000 to 2019; b) Highlight how this project is manifested in the National Curricular Guidelines for the Initial Training of Teachers for Basic Education and the Common National Base for the Initial Training of Teachers for Basic Education; c) Present the OECD propositions that were incorporated into the Common National Base for Teacher Training. The study is part of a bibliographical research that looked for the context of deepening neoliberal policies for teacher training in Brazil, which included labor reform, pension reform and administrative reform, which include the precariousness of work and uberization. The Marxian thesis that legal relations can only be understood in the light of political economy served as inspiration. Documentary research made it possible to identify six links between the documents formulated by the OECD and the National Curricular Guidelines for Initial Training at Higher Level of Teachers for Basic Education, which are: 1) The documents follow the neoliberal logic of information manipulation; 2) They use studies commissioned from private institutions as a source of data; 3) Present a conception of education based on economic principles; 4) The curriculum and results of basic education students measured via large-scale testing and assessment are parameters for the development of training policies and control of teaching work; 5) They criticize teacher training for its “excess of theory” and point out the need for training for “practice” and the adoption of a utilitarian concept of practice; 6) Teacher training must allow guidance on job, career and remuneration plans through the assessment of competence and skills. The analysis of the OECD guidelines in relation to BNC-Formação allows us to conclude that it is a more perverse project for the training of Brazilian teachers, because it intensifies a conception of valorization based on the theory of human capital and the pedagogy of skills that hide the real interests of big capital and despises the implementation of reforms that drastically reduce investments in public education at all levels.