<?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>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062025000100111</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.v35.n.69.s17716</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Diretrizes e políticas educacionais internacionais: considerações à luz da Teoria Crítica]]></article-title>
<article-title xml:lang="en"><![CDATA[International educational guidelines and policies: considerations in light of Critical Theory]]></article-title>
<article-title xml:lang="es"><![CDATA[Directrices y políticas educativas internacionales: consideraciones a la luz de la Teoría Crítica]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Calgaro]]></surname>
<given-names><![CDATA[Miguel Agustinho]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carbonara]]></surname>
<given-names><![CDATA[Vanderlei]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade de Caxias do Sul  ]]></institution>
<addr-line><![CDATA[Caxias do Sul Rio Grande do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade de Caxias do Sul  ]]></institution>
<addr-line><![CDATA[Caxias do Sul Rio Grande do Sul]]></addr-line>
<country>Brasil</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>35</volume>
<numero>69</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062025000100111&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062025000100111&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062025000100111&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo apresenta uma proposta crítica sobre os avanços das diretrizes e políticas educacionais internacionais que alcançaram escala global nas últimas décadas. A investigação concentra-se na interseção de políticas educacionais internas e externas a partir da sobreposição dos interesses do mercado global. Essa mercantilização da educação, denunciada desde meados do século XX por Theodor W. Adorno, compromete, segundo o autor, a possibilidade de uma educação emancipadora. No início do século XXI, a concentração dessas políticas internacionais no campo da educação é representada pela hegemonia da Organização para a Cooperação e Desenvolvimento Econômico (OCDE), que baliza suas propostas a partir das demandas do mercado global. Nesse contexto, a educação absorve o apelo do espírito de competitividade herdado da esfera econômica e do empresariamento da sociedade, transformando o ensino em um conjunto de técnicas voltadas para atender às necessidades de produtividade e de consumo do mercado. Assim, o ser humano é compelido a adaptar-se ao jogo mercadológico, em uma disputa permanente de todos contra todos como único modelo de cultura e interação social. A educação passa a representar uma mediação entre as relações sociais e os interesses do mercado, tendo em vista o desenvolvimento e a absorção de novas tecnologias e a ascensão social a patamares superiores de desempenho e eficiência. Nessa perspectiva, o próprio conhecimento transforma-se em mercadoria para consumo, favorecendo uma postura acrítica e reificada do ser humano.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article presents a critical proposal about the advances of international educational guidelines and policies that have reached a global scale in recent decades. The investigation focuses on the intersection of internal and external educational policies, based on the overlapping interests of the global market. This mercantilization of education, denounced since the middle of the 20th century by Theodor W. Adorno, compromises, according to the author, the possibility of an emancipating education. At the beginning of the 21st century, the concentration of these international policies in the field of education is represented by the hegemony of the Organization for Economic Cooperation and Development (OECD), which bases its proposals on the demands of the global market. In this context, education absorbs the appeal of the spirit of competitiveness, inherited from the economic sphere and from a business vision of society, transforming education into a set of techniques aimed at meeting the market's productivity and consumption needs. Thus, the human being is compelled to adapt to the market game, in a permanent mutual dispute between individuals as the only model of culture and social interaction. Education starts to represent a mediation between social relations and market interests, in view of the development and absorption of new technologies and the social ascension to higher levels of performance and efficiency. From this perspective, knowledge itself becomes merchandise for consumption, favoring an uncritical and reified posture of the human being.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo presenta una propuesta crítica sobre los avances de las directrices y políticas educativas internacionales que han alcanzado una escala global en las últimas décadas. La investigación se centra en la confluencia de políticas educativas internas y externas basadas en los intereses superpuestos del mercado global. Esta mercantilización de la Educación, denunciada desde mediados del siglo XX por Theodor W. Adorno, compromete, según el autor, la posibilidad de una Educación emancipadora. A principios del siglo XXI, la concentración de estas políticas internacionales en el campo de la Educación está representada por la hegemonía de la Organización para la Cooperación y el Desarrollo Económico (OCDE), que basa sus propuestas en las exigencias del mercado global. En este ámbito, la Educación absorbe el llamamiento del espíritu de competitividad heredado de la esfera económica y de una visión empresarial de la sociedad, transformando la enseñanza en un conjunto de técnicas destinadas a satisfacer a las necesidades de productividad y de consumo del mercado. El ser humano se ve así obligado a adaptarse al juego del mercado, en una permanente disputa de todos en contra todos como único modelo de cultura e interacción social. La Educación pasa a representar una mediación entre las relaciones sociales y los intereses del mercado, con vistas al desarrollo y a la absorción de nuevas tecnologías y de la ascensión social a niveles superiores de desempeño y eficiencia. Desde esta perspectiva, el propio conocimiento se convierte en mercancía para el consumo, favoreciendo una postura acrítica y cosificada del ser humano.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Diretrizes educacionais]]></kwd>
<kwd lng="pt"><![CDATA[Educação emancipatória]]></kwd>
<kwd lng="pt"><![CDATA[Mercantilização da educação]]></kwd>
<kwd lng="pt"><![CDATA[OCDE]]></kwd>
<kwd lng="pt"><![CDATA[Teoria crítica]]></kwd>
<kwd lng="en"><![CDATA[Educational guidelines]]></kwd>
<kwd lng="en"><![CDATA[Emancipatory education]]></kwd>
<kwd lng="en"><![CDATA[Mercantilization of education]]></kwd>
<kwd lng="en"><![CDATA[OECD]]></kwd>
<kwd lng="en"><![CDATA[Critical theory]]></kwd>
<kwd lng="es"><![CDATA[Directrices educativas]]></kwd>
<kwd lng="es"><![CDATA[Educación emancipadora]]></kwd>
<kwd lng="es"><![CDATA[Mercantilización de la educación]]></kwd>
<kwd lng="es"><![CDATA[OCDE]]></kwd>
<kwd lng="es"><![CDATA[Teoría crítica]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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