A influência dos organismos internacionais nas políticas de formação inicial de professores dos primeiros anos de escolarização no Brasil e Paraguai

Abstract

This research is linked to the Postgraduate Program in Education of the Faculty of Education (PPGEdu/FAED) of the Federal University of Grande Dourados (UFGD) and the network research Basic Education in Mercosul countries, with funding from the Foundation for Support of Education, Science and Technology of Mato Grosso do Sul (FUNDECT) and inserted in the research line of Policies and Management of Education. Its theme is the analysis of the influence of international organizations on the initial teacher training of early years of schooling in Brazil and Paraguay, member countries of the Southern Common Market (Mercosul). The general objective of the investigation is to reflect on the existence of influence of international organizations on the teacher training policies of the early years in Brazil and Paraguay. The specific objectives are to characterize the World Bank, the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the United Nations Children's Fund (UNICEF), and to present the conceptions of globalization and international organizations; to analyze the conceptions of initial teacher training in Brazil and Paraguay; to examine the documents of the World Bank, UNESCO and UNICEF with proposals for teacher education in Brazil and Paraguay. The methodology relies on a qualitative approach, using bibliographic and documentary research. The focus on legislation is based on the current constitutions, national educational laws, and resolutions regarding teacher training in both countries. As a result, it has been observed that the influence of international organizations on teacher training policies in Brazil and Paraguay has evolved beyond the financial control exercised through loans. There is a noticeable control over the decisions made by the states through their role as intellectual actors by means of research, data generation, reports, and the implementation of actions for education in Brazil and Paraguay. The documents produced by international organizations have strengthened a technicist logic in education, aiming to meet market interests through educational privatization, blaming teachers for school failure, encouraging students to pay fees in public institutions, and promoting the reduction of educational investment.