Resumo

MELO, Damiana Fernandes de; VIEIRA, Marilandi Maria Mascarello  e  FERREIRA, Fernando Ilídio da Silva. The discourses expressed by the OECD on initial and continuing Teacher Education. Rev. Educ. Polít. Debate [online]. 2024, vol.13, n.2, a2024-75686. ISSN 2238-8346.  https://doi.org/10.14393/repod-v13n2a2024-75686.

This study is an excerpt from a master's thesis in Education that analyzes documents issued by the OECD between 2010 and 2020 to analyze how their discourses influence the formulation of educational policies, especially in teacher training. The focus is on the OECD's guidelines for teacher training, both initial and continuing. By issuing reports and recommendations, the OECD has taken on a central role as an influencer of public policy, as it has provided data to various countries, influencing them to evaluate their education systems and identify areas for improvement, while at the same time promoting education in line with market demands. Understanding the role of the OECD is fundamental to analyzing how its guidelines shape national policies and influence teacher training. This qualitative study combines documentary and bibliographic research. It uses Bardin's Content Analysis and includes the selection of documents, construction of the discursive corpus and analysis of the explicit and implicit meanings present in the texts. The results show that the OECD emphasizes teacher training that meets global economic demands.This training must be based on evidence, promoting effective integration between theory and practice, as well as developing skills that enable educators to face the current challenges of education.In short, the OECD guidelines propose teacher training that responds to the demands of a globalized world, shaping teacher training to neoliberal ideas and directly constituting educational policies.

Palavras-chave : Teacher training; OECD; Educational Policies.

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