A INFLUÊNCIA DO NEOLIBERALISMO NA EDUCAÇÃO: REFLEXO NA FORMAÇÃO DOCENTE

Professare ◽  
2018 ◽  
Vol 7 (1) ◽  
pp. 26
Author(s):  
Janine Felix Silva ◽  
Gleidenira Lima Soares
Keyword(s):  
World Bank ◽  
Basic Education ◽  
Ministry Of Education ◽  
Education Policies ◽  
Executive Summary ◽  
National Education ◽  
International Agencies ◽  
The World Bank ◽  
The World ◽  
Curriculum Education

<p class="resumoabstract">O artigo visa contribuir com as discussões acerca da influência do neoliberalismo, por intermédio das agências internacionais multilaterais na estrutura educacional brasileira e o reflexo dessa influência no processo de formação de docente. Para isso, utilizaremos como fontes: a) o documento do Ministério da Educação (MEC) sobre “Políticas Nacionais de Formação de Professores” (2017), b) a Resolução Nº 2 do Conselho Nacional de Educação (2015), c) o documento “Atingindo uma educação de nível mundial no Brasil: próximos passos” (sumário Executivo – do BM) e autores como Borges (2010), Gentili (1996), Mészáros (2002), Moraes (2001), Shiroma, Campos e Garcia (2005), entre outros. Embora o principal foco das agências internacionais multilaterais, em especial do Banco Mundial, seja a educação básica, visando através disto erradicar a pobreza em países periféricos, sua política econômica/educacional se reflete na formação de professores tendo em vista que esta está atrelada àquela. Desse modo, a influência das agências internacionais como o Banco Mundial, as instituições educacionais brasileiras voltam os seus objetivos para a adequação da força de trabalho para as regras estabelecidas pelo capital, além de omitir o verdadeiro interesse econômico transnacional nas políticas públicas educacionais dos países periféricos, nesse caso, do Brasil.</p><p class="resumoabstract"><strong>Palavras-chave</strong>: Banco Mundial. Currículo. Educação. Formação inicial. Capital.</p><h3>ABSTRACT</h3><p class="resumoabstract">The article aims to contribute to the discussions about the influence of neoliberalism, through multilateral international agencies (specifically the World Bank) in the Brazilian educational structure and the reflection of this influence in the process of teacher training. To do so, we will use as sources: a) the Ministry of Education (MEC) document on "National Teacher Education Policies" (2017), b) Resolution No. 2 of the National Education Council (2015), c) the document "Reaching a world-class education in Brazil: next steps" (Executive Summary - BM) and authors such as Borges (2010), Gentili (1996), Mészáros (2002), Moraes (2001), Shiroma, Campos e Garcia (2005), among others. Although the main focus of the multilateral international agencies, especially the World Bank, is basic education, aiming to eradicate poverty in peripheral countries, its economic / educational policy is reflected in the training of teachers in view of the fact that it is linked to that. Thus, through the influence of international agencies (specifically, the World Bank), Brazilian educational institutions return their objectives to the adequacy of the labor force to the rules established by capital, as well as to omit the true transnational economic interest in the educational public policies of peripheral countries, in this case, Brazil.</p><p class="resumoabstract"><strong>Keywords</strong>: World Bank. Curriculum. Education. Initial formation. Capital. Marketplace.</p>

Structural Adjustment, Human Needs, and the World Bank Agenda

1991 ◽  
Vol 29 (1) ◽  
pp. 173-189 ◽  
Author(s):  
Howard Stein ◽  
E. Wayne Nafziger
Keyword(s):  
Development Strategy ◽  
World Bank ◽  
Structural Adjustment ◽  
Critical Evaluation ◽  
The State ◽  
Sub Saharan Africa ◽  
Role Of Government ◽  
International Agencies ◽  
The World Bank ◽  
The World

The economic crisis of the 1970s in sub-Saharan Africa led to a critical evaluation of the rôle of government policies by international agencies, including two contrasting views of the problem by the Economic Commission for Africa/Organisation of African Unity and the World Bank. The E.C.A./O.A.U. largely placed the blame on the deteriorating external environment, emphasising the reduction of income inequality, poverty, and unemployment through a continuation of the state-led introverted development strategy of the previous decade. The World Bank responded in the opposite direction, mainly blaming the inappropriate state policies of the post-independence period, while encouraging a re-focus on economic growth through a structural reversal of the state-imposed impediments to the efficient operations of markets.

scholarly journals Nepal “Ask me anything” Session: Responses to audience questions

2020 ◽  
Author(s):  
Tom Kaye ◽  
Caspar Groeneveld ◽  
Caitlin Moss ◽  
Björn Haßler ◽  
Keyword(s):  
Distance Education ◽  
World Bank ◽  
Good Practice ◽  
Ministry Of Education ◽  
Policy Makers ◽  
The World Bank ◽  
The World ◽  
High Level ◽  
International Good ◽  
Education Science

On Thursday, 30 April 2020, the EdTech Hub participated in an “Ask me anything” session for policy-makers and funders in Nepal. The session focused on designing high-quality, effective, distance education programmes during the COVID-19 pandemic. Participants included high-level officials from the Nepalese government (e.g., the Ministry of Education, Science and Technology, the Curriculum Development Office and the Education Review Office), representatives from development partners (e.g., the World Bank, UNICEF and USAID) and other education organisations (e.g., OLE Nepal).  The session was convened for two purposes. First, to consider international good practice and current trends in distance education during the COVID-19 pandemic, presented by the World Bank EduTech team and the EdTech Hub. Second, for the EdTech Hub team to gather questions from participants, to be able to target guidance specifically to the situation in Nepal.  This document provides answers to a consolidated list of 10 questions received from stakeholders during the session. To consolidate any overlap, we have occasionally combined multiple questions into one. In other cases, where multiple important issues required a focused response, we split apart questions.

scholarly journals Education Policy in the Age of Knowledge Capitalism

2003 ◽  
Vol 1 (2) ◽  
pp. 361-380 ◽  
Author(s):  
Michael A. Peters
Keyword(s):  
Education Policy ◽  
World Bank ◽  
Knowledge Economy ◽  
Knowledge Creation ◽  
Knowledge Capital ◽  
Education Policies ◽  
National Education ◽  
The World Bank ◽  
Profound Influence ◽  
To Come

The term ‘knowledge capitalism’ emerged only recently to describe the transition to the so-called ‘knowledge economy’. Knowledge capitalism and knowledge economy are twin terms that can be traced at the level of public policy to a series of reports that emerged in the late 1990s by the Organization for Economic Cooperation and Development (1996a,b,c) and the World Bank (1998, 1999), before they were taken up as a policy template by world governments in the late 1990s. In terms of these reports, education is reconfigured as a massively undervalued form of knowledge capital that will determine the future of work, the destiny of knowledge institutions and the shape of society in the years to come. This article focuses on the twin notions of knowledge capitalism and the knowledge economy as a comparative context for formulating education policy. First, it provides a brief theoretical context based on developments in the economics of knowledge and information by reference to the work of Hayek; second, it analyses recent documents of world policy agencies concerning these two concepts; third, it discusses the notion of knowledge capitalism as it has figured in the work of Alan Burton-Jones (1999). These accounts serve as three accounts of knowledge capitalism that have exerted a profound influence upon national education policies. This article is an essay in the new political economy of knowledge and information. It adopts the concept of knowledge capitalism as an overarching concept that denotes a sea change in the nature of capitalism. Finally, the article entertains the concept of knowledge socialism as an alternative organizing concept for knowledge creation, production and development.

China and the Knowledge Economy: Seizing the 21st Century. By Carl J. Dahlman and Jean-Eric Aubert. [Washington, DC: The World Bank. xxvi+170pp. $25.00. ISBN 0-8213-5005-6.]

2003 ◽  
Vol 173 ◽  
pp. 214-251
Author(s):  
Cong Cao
Keyword(s):  
World Bank ◽  
21St Century ◽  
Knowledge Economy ◽  
Chinese Government ◽  
Washington Dc ◽  
Economic Decline ◽  
Executive Summary ◽  
The World Bank ◽  
The World

Written at the request of the Chinese government, China and the Knowledge Economy: Seizing the 21st Century is a publication of the World Bank Institute in collaboration with the World Bank's East Asia and Pacific Region. It has an executive summary, an introductory chapter, and three parts. The introductory chapter puts China's development in historical and comparative perspectives, discussing reasons for China's stagnation and economic decline in comparison with Western countries over the past two thousand years.

scholarly journals Educational aid, symbolic power and policy reform: The World Bank in Ethiopia

2019 ◽  
Author(s):  
Tebeje Molla
Keyword(s):  
Education Policy ◽  
World Bank ◽  
Higher Education Policy ◽  
Sub Saharan Africa ◽  
Symbolic Power ◽  
National Education ◽  
The World Bank ◽  
The World ◽  
Regulatory Instruments ◽  
Sub Saharan

The World Bank uses a combination of financial and non-financial aid to influence educational reform in aid-recipient countries. Drawing on an interpretive policy analysis methodology and using Pierre Bourdieu's concept of symbolic power as a 'thinking tool', this article aims to shed light on the Bank's non-financial pathways of policy influence in the Ethiopian higher education policy space. Specifically, it identifies knowledge-based policy regulatory instruments of the Bank, including sector reviews, advisory activities, analytical reports and learning events. The key argument is that in order to understand the full extent of donor power in national education policy fields in sub-Saharan Africa, it is imperative to problematize less visible discursive means of policy imposition.

scholarly journals The Impact Of World Bank And Other International Organizations On Higher Education System In Nigeria

2019 ◽  
Vol 7 (3) ◽  
pp. 76
Author(s):  
Ogunniran Moses Oladele ◽  
Komolafe Blessing Funmi ◽  
Ogundele Atinuke Ruth
Keyword(s):  
Higher Education ◽  
World Bank ◽  
International Organizations ◽  
Basic Education ◽  
Technological Development ◽  
Higher Education System ◽  
The World Bank ◽  
The World ◽  
Nigerian University ◽  
The Impact

Education is an essential tool for human, economical, societal and technological development. When education is properly utilized and financed, learning outcomes with higher quality are achieved. Under-funding is the critical challenge facing the Nigerian higher education (NHE) system. There is considerable increase in the demand for NHE and government could no longer adequately finance it because of this increasing-demand. This paper attempts to assess the impact of international organization in NHE system. Among the key important international organizations operating in Nigerian Education (NE) are the World Bank, IMF, EU, UNICEF, UNESCO and many NGOs operating from both in and out of the country. The paper concludes by recommending that adequate consecration should be given to higher education since basic education and secondary level have so far benefitted more from the World Bank. It is also recommended that all other international organizations and other sectors should focus on impacting NHE if truly high quality education is desired for Nigerian university students.

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