Resumo

SANTOS, Fabiano Antonio dos  e  MARQUES, Hellen Jaqueline. Thirty years of assessments in Latin America: Unesco's discourse on teacher protagonism. J. Pol. Educ-s [online]. 2023, vol.17, e92220.  Epub 08-Abr-2024. ISSN 1981-1969.  https://doi.org/10.5380/jpe.v17i0.92220.

For almost thirty years, UNESCO has had a great influence on education policy recommendations around the world. Therefore, this article aims to present the discourse built around the teaching role in the implementation of these policies by analyzing the most influential documents on external evaluation produced by Unesco for the Latin American region. Nineteen documents prepared by Unesco were analyzed, which recommended actions, practices and guidelines focused on the implementation of assessments in Latin American school systems. The results show that the teacher has gained centrality since the end of the 1990s and has become a fundamental part of the accountability discourse of school institutions on the parameters achieved in external evaluations. The search to shape an efficient, effective teacher led UNESCO to adopt strategies that advocate the elimination of stable careers, the construction of curricula based on skills and competences, and the redirection of teacher training processes to meet such demands. The article concludes that these strategies define a teaching profile based on the performance of pragmatic tasks, to the detriment of the formation of a critical and emancipatory conscience, causing its complete depoliticization and de-intellectualization.

Palavras-chave : Unesco; External evaluation; Latin America; Teacher; Educational work.

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