| dc.description.abstract | This thesis addresses international education policy and international organizations, focusing on the Regional Education Project for Latin America and the Caribbean (Prelac). As a central issue, it seeks to know which recommendations by Prelac have influenced education policies in High School Integrated to the Technical and Vocational Education and Training (TVET), based on the perspective of social justice. Therefore, the general objective is to analyze possible effects of Prelac’s recommendations on education policies. Hence, it uses as theoretical and methodological contributions the dialectical and historical materialism (DHM), transiting in the systemic thinking, based on qualitative focus and documentary analysis anchored in Cellard, and associated to social media analysis, aiming to make a movement towards algorithms, oriented by Prelac’s main document and its developments from 2002 to 2017. Based on such perspective, it is possible to understand that international organizations such as the Organisation for Economic Co-operation and Development (OCDE), the United Nations Educational, Scientific and Cultural Organization (Unesco), the World Bank (BM) and the United Nations (UN) play a preponderant role in education policies for the globalized capitalist world from a neoliberal perspective, which is guided by the conception of New Public Management (NPM). Also, it becomes evident Prelac’s organizational character in networks, in a heterarchical disposition, that encompasses different social sectors, with possibility to act in power management beyond the division between public or private organizations, whether local, regional or global, as well as in several cultural, media, social, religious and economic segments. This way, Prelac’s document points to this construction of networks that act from the principle of neoliberalism in local and regional education. In Brazil, such document indicates, likewise, the alignment of the “new” High School and the National Common Curricular Base (BNCC) with the recommendations of international organizations: the school business is reflected in the culture of standardized evaluation, of the professional of notorious knowledge in a certain area and acting as a “teacher”, as well as in the use of business jargon transposed to school management, such as accounting, competence and low expense. Our findings highlight, thus, that the paths chosen by Prelac in association with international organizations do not contribute to combat Brazil’s main social issue, the inequalities, insofar as they choose an education model guided by economic aspects only, that makes the school a private company, according to the logic of human capital theory and the economistic foundations of Chicago School. There is, therefore, a “semantic appropriation” of neoliberal basis of the terms “equality”, “equity” and “social justice”, without occurring effective actions for the educational process to be by the side of the defeated and less fortunate materially. | en |
