Resumo

TREVISOL, Marcio Giusti; FAVERO, Altair Alberto  e  BECHI, Diego. Education 2030 of Organization for Economic Cooperation and Development: induction and risks of a training curriculum model. Sér.-Estud. [online]. 2023, vol.28, n.62, pp.149-171.  Epub 23-Maio-2023. ISSN 2318-1982.  https://doi.org/10.20435/serieestudos.v28i62.1741.

The article seeks to critically analyze the Organization for Economic Cooperation and Development (OECD) document “Education 2030: The Future of Education and Skills”, prepared in 2015. According to the document, new competencies and skills are considered essential for the challenges of the next decade and, therefore, generations must be formed to meet these educational prerogatives. The investigative problem is characterized by the following question: what training model is present in the “Education 2030: The Future of Education and Skills” document? The objective is to analyze the formative assumptions present in the document, their interests, impacts, and purposes in order to present the limited aspects of a training model. Regarding the objective, it is an exploratory, analytical research, with a historical method and dialectical methodology. Regarding data collection, it is a documentary research. The theoretical and epistemological assumptions will be Harvey (2016), and Bauman (2007), and Nussbaum (2015). Therefore, the OECD document, when proposing a homogeneous curriculum for countries, disregards the autonomy, independence, and particularities of each nation, region, and place to think, organize and define their training curricula for the new generations, in addition to indicating a set of skills and abilities that reinforce the logic of education as a service provider for neoliberal economic development.

Palavras-chave : OECD; training; curriculum.

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