<?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>2238-8346</journal-id>
<journal-title><![CDATA[Revista Educação e Políticas em Debate]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Educ. Polít. Debate]]></abbrev-journal-title>
<issn>2238-8346</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia - Faculdade de Educação - FACED]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2238-83462024000200212</article-id>
<article-id pub-id-type="doi">10.14393/repod-v13n2a2024-75686</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Os discursos expressos pela OCDE sobre formação inicial e continuada de professores]]></article-title>
<article-title xml:lang="es"><![CDATA[Los discursos expresados por la OCDE sobre la formación inicial y continua de profesores]]></article-title>
<article-title xml:lang="en"><![CDATA[The discourses expressed by the OECD on initial and continuing Teacher Education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Melo]]></surname>
<given-names><![CDATA[Damiana Fernandes de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vieira]]></surname>
<given-names><![CDATA[Marilandi Maria Mascarello]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[Fernando Ilídio da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Comunitária da Região de Chapecó  ]]></institution>
<addr-line><![CDATA[ Santa Catarina]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Comunitária da Região de Chapecó  ]]></institution>
<addr-line><![CDATA[ Santa Catarina]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade do Minho  ]]></institution>
<addr-line><![CDATA[Minho ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2024</year>
</pub-date>
<volume>13</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2238-83462024000200212&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2238-83462024000200212&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2238-83462024000200212&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este estudo, recorte de uma dissertação de mestrado em Educação, analisou documentos emitidos pela Organização para a Cooperação e Desenvolvimento Econômico (OCDE) de 2010 a 2020. O objetivo da pesquisa foi identificar como os discursos dessa organização influenciam a formulação de políticas educacionais, com ênfase nas diretrizes voltadas para a formação inicial e continuada de professores. Nesse sentido, a investigação destaca que, por meio de relatórios e recomendações, a OCDE exerce um papel influente nas políticas públicas ao oferecer dados que auxiliam diversos países na avaliação de sistemas educacionais e na identificação de áreas de melhoria, ao mesmo tempo em que promove uma educação alinhada às demandas do mercado. Por essas razões, compreender o papel da OCDE torna-se fundamental para examinar como suas orientações moldam as políticas nacionais e influenciam a formação docente. O estudo seguiu uma abordagem qualitativa, que combina pesquisa documental e bibliográfica. A metodologia do trabalho fundamentou-se na Análise de Conteúdo, de Bardin (2011), que contempla etapas que incluem a seleção de documentos, a construção de corpus discursivo e a análise dos significados explícitos e implícitos presentes nos textos. Em linhas gerais, os resultados da pesquisa apontaram que a OCDE propõe uma formação docente alinhada às demandas econômicas globais, fundamentada em evidências, à integração entre teoria e prática e voltada ao desenvolvimento de competências que capacitem os educadores para os desafios atuais da educação. A OCDE também reflete uma perspectiva neoliberal que vem moldando a formação de professores às exigências de um mundo globalizado e influenciando diretamente as políticas educacionais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio, extracto de una tesis de Maestría en Educación, analizó documentos emitidos por la Organización para la Cooperaciónn y el Desarrollo Económico (OCDE) desde 2010 a 2020. El objetivo de la investigación fue identificar cómo los discursos de esta organización influyen en la formulación de políticas educativas, con énfasis en las directrices dirigidas a la formación inicial y continua de profesores. En este sentido, la investigación destaca que, por medio de informes y recomendaciones, la OCDE ejerce un papel útil y influyente en las políticas públicas al ofrecer datos que ayudan a diversos países en la evaluación de sistemas educativos e identificación de áreas de mejora, mientras tanto promueve una educación que se vuelve a las demandas del mercado. Por estas razones, comprender el papel de la OCDE se convierte en fundamental para examinar cómo sus directrices moldean las políticas nacionales e influyen en la formación docente. El estudio siguió un enfoque cualitativo, que combina investigación documental y bibliográfica. La metodología se basó en el Análisis de Contenido, de Bardin (2011), que contempla etapas que incluyen la selección de documentos, la construcción de corpus discursivo y el análisis de los significados explícitos e implícitos presentes en los textos. En líneas generales, los resultados de la investigación señalaron que la OCDE propone una formación docente alineada a las demandas económicas globales, basada en evidencias y en la integración entre teoría y práctica, y orientada al desarrollo de competencias que capacitan a los educadores para los desafíos actuales de la educación. La OCDE también refleja una perspectiva neoliberal que ha venido moldeando la formación de profesores según las exigencias de un mundo globalizado e influyendo directamente en las políticas educativas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract 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.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[OCDE]]></kwd>
<kwd lng="pt"><![CDATA[Políticas Educacionais]]></kwd>
<kwd lng="es"><![CDATA[Formación del profesorado]]></kwd>
<kwd lng="es"><![CDATA[OCDE]]></kwd>
<kwd lng="es"><![CDATA[Políticas Educativas]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="en"><![CDATA[OECD]]></kwd>
<kwd lng="en"><![CDATA[Educational Policies]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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