Resumo

RODRIGUES, Carlos Eduardo Serrina de Lima  e  FERNANDES, Claudia de Oliveira. Global educational governance and the genesis of the socio-emotional skills tests. Est. Aval. Educ. [online]. 2017, vol.28, n.67, pp.214-235.  Epub 10-Jan-2017. ISSN 1984-932X.  https://doi.org/10.18222/eae.v28i67.4006.

The discourse that the economies are ever more interrelated has justified the major role played by the Organization for Economic Co-operation and Development (OECD) in relation to education and, especially regarding the investigation that led to this text, i.e., the importance the Organization has given to socio-emotional skills. We propose to investigate to what extent it would be possible to identify mechanisms that confirm the existence of a global educational governance project in OECD activities. The application of the analytical framework to the documents that composed our corpus, which was proposed by Charaudeau (2014), allowed us to affirm that the OECD has put into practice a real educational global governance project. This project not only deploys the three mechanisms of educational governance proposed by Jakobi and Martens (2010); the production of ideas, policy assessment and data generation, but also the cognitive and normative modes of governance, designed by Woodward (2009).

Palavras-chave : Educational Policy; Education Assessment; Socio-Emotional Skills; Educational Global Governance.

        · resumo em Português | Espanhol     · texto em Português     · Português ( pdf )