<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2178-5201</journal-id>
<journal-title><![CDATA[Acta Scientiarum. Education]]></journal-title>
<abbrev-journal-title><![CDATA[Acta Educ.]]></abbrev-journal-title>
<issn>2178-5201</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade Estadual de Maringá - EDUEM]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-52012025000100105</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v47i1.66480</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O Grupo Banco Mundial como um think tank das políticas educacionais no Brasil: questões para o debate]]></article-title>
<article-title xml:lang="es"><![CDATA[El Grupo Banco Mundial como think tank de políticas educativas en Brasil: preguntas para el debate]]></article-title>
<article-title xml:lang="en"><![CDATA[The World Bank group as a think tank of Brazilian educacional policies: questions to be discussed]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Thiago Rodrigo Fernandes da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tavares]]></surname>
<given-names><![CDATA[Ana Cláudia Ribeiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Pernambuco Departamento de Políticas e Gestão da Educação ]]></institution>
<addr-line><![CDATA[Recife Pernambuco]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Pernambuco  ]]></institution>
<addr-line><![CDATA[Nazaré da Mata Pernambuco]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>47</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012025000100105&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012025000100105&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012025000100105&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO. O presente texto é fruto de reflexão teórica acerca da atuação dos Organismos Internacionais no campo da educação. Dá-se ênfase às intervenções do Grupo Banco Mundial (BM) no campo da política, do planejamento e da gestão da educação no Brasil. Isso pelo fato de ele se configurar na atualidade como o maior financiador externo de projetos nesse campo. De acordo com Fonseca (1998) e Santos (2017), o Banco concedeu seu primeiro financiamento à educação brasileira no final da década de 1960, tendo o projeto, advindo desse primeiro investimento, durado de 1971 a 1978. Desde então, já se efetivaram mais de 60 projetos, com financiamento para a Educação Básica e Educação Superior, que envolveram coparticipação fundiária do próprio BM, do Estado brasileiro e do setor privado. Destarte, a partir da Teoria da Ação Social (Bourdieu, 2011a, 2013) são discutidas as linhas de atuação desse organismo internacional, argumentando que suas ações podem ser classificadas como a de um think tank. Isto é, o BM está para além de uma instituição de financiamento de projetos em educação, pois avança em direção à capilaridade intelectual nos modos de construir e fazer política educacional nos contextos locais de seus Estados-membros. No arremate, objetiva-se lançar as bases para uma vigilância epistemológica no que tange as atuações contemporâneas desse organismo em matéria educativa, por meio da perspectiva ora apresentada.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN. Este texto es el resultado de una reflexión teórica sobre el papel de los Organismos Internacionales en el campo de la educación. Se enfatizan las intervenciones del Grupo del Banco Mundial (BM) en el campo de la política, planificación y gestión de la educación en Brasil. Esto se debe a que actualmente es el mayor financiador externo de proyectos en este campo. Según Fonseca (1998) y Santos (2017), el Banco otorgó su primer financiamiento a la educación brasileña a fines de la década de 1960, y el proyecto derivado de esta primera inversión duró de 1971 a 1978. Desde entonces, más de 60 proyectos, con financiamiento para la Educación Básica y la Educación Superior, que implicó la coparticipación en tierras de la propia BM, el Estado brasileño y el sector privado. Así, desde la Teoría de la Acción Social (Bourdieu, 2011a, 2013) se discuten las líneas de actuación de este organismo internacional, argumentando que su accionar puede ser catalogado como el de un think tank. Es decir, el BM va más allá de una institución que financia proyectos en educación, pues avanza hacia la capilaridad intelectual en las formas de construir y hacer política educativa en los contextos locales de sus Estados Miembros. Al final, el objetivo es sentar las bases para una vigilancia epistemológica respecto al accionar contemporáneo de este organismo en materia educativa, a través de la perspectiva que aquí se presenta.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT. This paper is a result of a theoretical reflection on the workings of international organisations in the educational field. It focuses on the World Bank (WB) interventions on politics, and over the planning and management of Brazilian education. Due to it being, nowadays, the biggest external financier of educational projects. According to Fonseca (1998) and Santos (2017), the Bank first aid to Brazilian education was conceded during the 1960s, with its resulting project taking place from 1971 to 1978. Since then, there were more than 60 projects, dealing with tertiary to primary education, combining the workings of the WB, the Brazilian State, and the private sector. Therefore, following the theory of Social Action, we discuss this global group workings, while stating that they can be classified as those of a think tank. As it is, the WB goes beyond being a financing institution, as it advances towards the building of educational policies in the local context of its member-States. As a conclusion, we aim to set the foundations to an epistemological vigilance over this organisation&#8217;s contemporary actions, through the perspective already presented.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[básica]]></kwd>
<kwd lng="pt"><![CDATA[educação superior]]></kwd>
<kwd lng="pt"><![CDATA[organismos internacionais]]></kwd>
<kwd lng="pt"><![CDATA[teoria da ação social]]></kwd>
<kwd lng="pt"><![CDATA[vigilância epistemológica]]></kwd>
<kwd lng="es"><![CDATA[básica]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[organizaciones internacionales]]></kwd>
<kwd lng="es"><![CDATA[teoría de la acción social]]></kwd>
<kwd lng="es"><![CDATA[vigilancia epistemológica]]></kwd>
<kwd lng="en"><![CDATA[primary education]]></kwd>
<kwd lng="en"><![CDATA[tertiary education]]></kwd>
<kwd lng="en"><![CDATA[international organisations]]></kwd>
<kwd lng="en"><![CDATA[theory of social action]]></kwd>
<kwd lng="en"><![CDATA[epistemological vigilance]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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