<?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>1809-4309</journal-id>
<journal-title><![CDATA[Práxis Educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Práxis Educativa]]></abbrev-journal-title>
<issn>1809-4309</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - Ponta Grossa  ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-43092022000100101</article-id>
<article-id pub-id-type="doi">10.5212/praxeduc.v.17.20775.086</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Wishful thinking: processos de significação no discurso da crise de aprendizagem de organizações multilaterais]]></article-title>
<article-title xml:lang="en"><![CDATA[Wishful thinking: processes of meaning in the discourse of the learning crisis of multilateral organizations]]></article-title>
<article-title xml:lang="es"><![CDATA[Wishful thinking: procesos de significación en el discurso de la crisis de aprendizaje de organizaciones multilaterales]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rochadel]]></surname>
<given-names><![CDATA[Olivia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hostins]]></surname>
<given-names><![CDATA[Regina Célia Linhares]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal de Santa Catarina  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Vale do Itajaí Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>17</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-43092022000100101&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-43092022000100101&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-43092022000100101&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste artigo, analisa-se o discurso da crise de aprendizagem nos documentos publicados por organismos multilaterais: Banco Mundial, Comissão de Educação da ONU, Unesco e Unicef, entre 2013 e 2021. Com fundamento na Teoria de Redes Políticas de Stephen Ball e na Análise Crítica do Discurso de Norman Fairclough, identificou-se que a crise anunciada transita, em perspectiva interescalar, entre a ideia de um fenômeno global, justificado por problemas locais, centrado na agência do professor e do aluno. Trata-se um discurso retórico, impregnado de wishful thinking (falácias de esperança), destacando-se: a escola e os professores são os culpados pela crise; as organizações têm soluções para reduzi-la; o enfrentamento requer parcerias envolvendo governos, comunidade escolar, terceiro setor e setor privado, sob liderança das organizações. Os discursos estruturam-se em um Ciclo Estratégico Persuasivo - comoção, sedução, promessa e venda - para convencer leitores e organizar os atores da política educacional em torno da governança em rede.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this paper, it is analyzed the discourse of the learning crisis in the documents published by multilateral bodies: World Bank, UN, UNESCO and UNICEF, between 2013 and 2021. Based on Stephen Ball&#8217;s Theory of Political Networks and Norman Fairclough&#8217;s Critical Discourse Analysis, it was identified that the announced crisis moves in an interstate perspective, from the idea of a global phenomenon, justified by local problems, centered on the teacher&#8217;s agency and the student. It is a rhetorical discourse, impregnated with wishful thinking (fallacies of hope), highlighting: the school and the teachers are blamed for the crisis; organizations have solutions to reduce it; the confrontation requires partnerships involving governments, school community, third sector and private sector, under the leadership of organizations. The discourses are structured in a Persuasive Strategic Cycle - commotion, seduction, promise and sale - to convince readers and organize the actors of education policy around the network governance.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este artículo, se analiza el discurso de la crisis del aprendizaje en los documentos publicados por organismos multilaterales: Banco Mundial, Comisión de Educación de la ONU, Unesco y Unicef, entre 2013 y 2021. Con fundamento en la Teoría de Redes Políticas de Stephen Ball y en el Análisis Crítico del Discurso de Norman Fairclough, se identificó que la crisis anunciada transita en una perspectiva interescalar, a partir de la idea de un fenómeno global, justificado por problemas locales, centrado en la agencia del profesor y del alumno. Se trata de un discurso retórico, impregnado de wishful thinking (falacias de esperanza), destacándose: la escuela y los docentes son los culpables de la crisis; las organizaciones tienen soluciones para reducirla; el enfrentamiento requiere alianzas involucrando a los gobiernos, comunidad escolar, tercer sector y sector privado, bajo el liderazgo de las organizaciones. Los discursos se estructuran en un Ciclo Estratégico Persuasivo - conmoción, seducción, promesa y venta - para convencer a los lectores y organizar a los actores de la política educativa en torno a la gobernanza en red.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Política Educacional]]></kwd>
<kwd lng="pt"><![CDATA[Crise de aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Análise Crítica do Discurso.]]></kwd>
<kwd lng="en"><![CDATA[Education Policy]]></kwd>
<kwd lng="en"><![CDATA[Learning crisis]]></kwd>
<kwd lng="en"><![CDATA[Critical Discourse Analysis.]]></kwd>
<kwd lng="es"><![CDATA[Política Educativa]]></kwd>
<kwd lng="es"><![CDATA[Crisis de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Análisis Crítico del Discurso.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<year>2015</year>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Editora da Unesp]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
