Desenvolvimento social e alívio da pobreza no discurso do Banco Mundial: implicações para as políticas de formação de professores

Abstract

In view of the need to readjust neoliberal governance, whose orthodox dimension has shown its limits, the World Bank had to subordinate itself, analytically and programmatically, to the policy of poverty alleviation of the perspective of economic liberalization, which implied into a higher priority to the educational phenomenon and, consequently, to the figure of the teacher. In this context, the study on sight sought to systematize and discuss the main proposals of the World Bank for the specificity of teaching formation nowadays. Through the conceptual analysis of the Bank's documents about the educational topic, it was possible to reveal that, behind the affable discourse of the search for development and the poverty alleviation, the ideological inversion between what would be determinant and determined when it comes to social dynamics, the functional use of the capital of the learning category and the predominance of learn to learn pedagogies. In this way, it is concluded that the enhancement of the teaching theme, especially of teaching formation, is related to the possibility of the teacher operating, in the school environment and under the ruse of social justice, the reproduction of both technical and ethico-political conditions necessary to the maintenance of capitalist order.