Resumo

OLIVEIRA, Marcia Betania de; LEMOS, Anaylla da Silva  e  CANUTO, Mônica Borbosa. THE GLOBAL EDUCATION REFORM MOVEMENT (GERM) AND THE BNCC: performativity for teaching training and practices. Revista Teias [online]. 2023, vol.24, n.74, pp.10-22.  Epub 06-Dez-2023. ISSN 1982-0305.  https://doi.org/10.12957/teias.2023.76015.

This paper aims to address the curricular changes as elements of the attempts to control the training and teaching practices associated with the performance of good practices, and the results of external evaluations. We highlight the Global Education Reform Movement, or GERM, as part of the stimulus to the policy of educational changes, which attributes a sense of efficiency to the educational systems. We point out the Common National Curriculum Base (BNCC) and the unfolding events surrounding its implementation as part of a global educational agenda, a constituent of this global influence network, oriented and influenced by the GERM movement. As a methodological perspective, from an ethnography of networks, proposed by Stephen Ball, we present the movements Todos pela Educação and Todos pela Base, and the Getúlio Vargas Foundation (FGV) and we relate GERM and teacher training, problematizing discursive productions about good teachers and good practices. Based on Ball (2014), we believe that the curriculum policies go through incursions from the market division, in which private companies are ahead of the process of curriculum reformulation. Such curriculum reformulations, as performative measures, search for the centrality and standardization of teacher training, besides enhancing the accountability of the teachers’ labor.

Palavras-chave : global education reform movement; common national curriculum base; performativity.

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