<?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>2177-6059</journal-id>
<journal-title><![CDATA[Roteiro]]></journal-title>
<abbrev-journal-title><![CDATA[Roteiro]]></abbrev-journal-title>
<issn>2177-6059</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Oeste de Santa Catarina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2177-60592019000300203</article-id>
<article-id pub-id-type="doi">10.18593/r.v44i3.23206</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Educação na lógica do Banco Mundial: formação para a Sociabilidade Capitalista]]></article-title>
<article-title xml:lang="en"><![CDATA[Education in the logic of the World Bank: training for Capitalist Sociability]]></article-title>
<article-title xml:lang="es"><![CDATA[Educación en la lógica del Banco Mundial: formación para la Sociabilidad Capitalista]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Decker]]></surname>
<given-names><![CDATA[Aline]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Evangelista]]></surname>
<given-names><![CDATA[Olinda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia (IFSC)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Oeste de Santa Catarina Programa de Pós-graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<volume>44</volume>
<numero>3</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-60592019000300203&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-60592019000300203&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-60592019000300203&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este artigo discute o projeto de formação humana presente em publicações do Banco Mundial para a Educação, de modo geral, e para o Brasil, com recorte temporal entre 2000 e 2014. Tais publicações objetivavam produzir consenso acerca de suas propostas político-educacionais e construir uma compreensão falaciosa da realidade objetiva por meio de ampla desqualificação do professor e da escola pública. A narrativa de desqualificação precede recomendações para projetos de Educação que alinham a formação da classe trabalhadora aos moldes flexíveis da sociabilidade capitalista. Na lógica do Banco Mundial a Educação é responsável pelo alívio da pobreza e pelo desenvolvimento econômico, devendo ser pautada pela noção de competências e pela Teoria do Capital Humano revisitada. Desse modo, promoveria uma educação de &#8220;classe mundial&#8221; para as demandas (do capital) do século XXI. Ademais, elide o real movimento econômico no século XXI, compreendido no conceito de capital-imperialismo, em que a dominação interna do capital necessita e se complementa por sua expansão externa, incidindo diretamente na relação capital-trabalho. Com a intenção de legitimar a barbárie do projeto educativo do capital, uma grande ofensiva ideológica foi colocada em curso a fim de sustentar o modo de organização política e econômica e sua necessária sociabilidade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este artículo analiza el proyecto de formación humana presente en las publicaciones del Banco Mundial para la Educación, en general, y para Brasil, con un período de tiempo entre 2000 y 2014. Estas publicaciones tenían como objetivo generar consenso sobre sus propuestas político-educativas y construir un comprensión falaz de la realidad objetiva a través de la descalificación general del maestro y la escuela pública. La narrativa de descalificación precede a las recomendaciones para proyectos educativos que alinean la formación de la clase trabajadora con los moldes flexibles de la sociabilidad capitalista. En la lógica del Banco, la Educación es responsable del alivio de la pobreza y el desarrollo económico, y debe guiarse por la noción de competencias y la Teoría revisada del Capital Humano. De esta manera, promovería una educación de "clase mundial" para las demandas del siglo XXI. Además, elude el movimiento económico real en el siglo XXI, entendido en el concepto de capital-imperialismo, en el que la dominación interna del capital necesita y se complementa con su expansión externa, centrándose directamente en la relación capital-trabajo. Con la intención de legitimar la barbarie del proyecto educativo del capital, se lanzó una gran ofensiva ideológica para sostener el modo de organización política y económica y su sociabilidad necesaria.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article discusses the human training project present in World Bank publications for Education, in general, and for Brazil, with a temporal cut between 2000 and 2014. These publications aim to produce consensus about their political-educational proposals and build a fallacious understanding of objective reality through the widespread disqualification of the teacher and the public school. The disqualification narrative precedes recommendations for education projects that align the formation of the working class to the flexible molds of capitalist sociability. In the World Banck&#8217;s logic, Education is responsible for alleviating poverty and economic development, and should be guided by the notion of competencies and the revised Human Capital Theory. In this way, it should promote a "world-class" education for the demands (of capital) of the XXI century. In addition, they elide the real economic movement in the 21st century, understood in the concept of capital-imperialism, in which the internal domination of capital needs and is complemented by its external expansion, directly affecting capital and labor relations. With the intention of legitimizing the barbarism of the educational project of capital, a great ideological offensive was put in place to sustain the social, political and economic mode of organization and its necessary sociability.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Estado]]></kwd>
<kwd lng="pt"><![CDATA[Banco Mundial]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Formação humana]]></kwd>
<kwd lng="pt"><![CDATA[Brasil (2000-2014)]]></kwd>
<kwd lng="es"><![CDATA[Estado]]></kwd>
<kwd lng="es"><![CDATA[Banco Mundial]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Formación humana]]></kwd>
<kwd lng="es"><![CDATA[Brasil (2000-2014).]]></kwd>
<kwd lng="en"><![CDATA[State]]></kwd>
<kwd lng="en"><![CDATA[World Bank]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Human formation]]></kwd>
<kwd lng="en"><![CDATA[Brazil (2000-2014).]]></kwd>
</kwd-group>
</article-meta>
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