Resumo

SOARES, Ana Paula. Demands around accountability in curriculum and teaching policies: the multilateral organizations and their articulations in times of crisis. Sér.-Estud. [online]. 2023, vol.28, n.62, pp.173-191.  Epub 23-Maio-2023. ISSN 2318-1982.  https://doi.org/10.20435/serieestudos.v28i62.1762.

Multilateral organizations and their agendas have increasingly exerted influence (on different scales) in the production of policies with a focus on teaching, which aims to ensure the involvement of teachers with propositions for the curriculum, promoting changes in teaching work marked by accountability (DIAS, 2013, 2016, 2021). This article seeks to analyze how accountability is being articulated and presented as a demand at a global level by multilateral organizations policies and their reverberations in local curriculum and teaching policies, in contexts in which discourses of “educational crisis” circulate (MACEDO, 2014). The focus of this research is productions that have the collaboration of United Nations Organization for Education, Science and Culture (UNESCO). These analyzes are carried out from post-structural, post-fundamental frameworks that understand policies as discursive practices. It is possible to observe the maintenance of curriculum policies for teacher training being understand as the main strategy for improving the quality of education at a global level, which reinforces demands around teacher accountability in the local context.

Palavras-chave : curriculum and teaching policies; accountability; multilateral organizations.

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