The discursive practices of the world bank: educational policies in Latin America and the Caribbean

Authors

  • Andréa Villela Mafra da Silva Fundação de Apoio à Escola Técnica/FAETEC Programa de Pós Graduação em Educação/UERJ

DOI:

https://doi.org/10.5902/1984644418036

Keywords:

World bank, Educational policies, Teaching work

Abstract

In this work, it is used as theoretical and methodological reference the Critical Discourse Analysis formulated by Norman Fairclough to characterize the discursive practices in which the most recent World Bank publication falls. This is the book Great Teachers: How to improve student learning in Latin America and the Caribbean authored by Barbara Bruns, Javier Luque and other employees. This publication addresses the basic education teacher performance in Latin America and the Caribbean, and as a result, search share the teacher training policies being implemented at these sites. The conclusion of the research is that low standards for entry into teaching have produced unimpressive results in education.

Author Biography

Andréa Villela Mafra da Silva, Fundação de Apoio à Escola Técnica/FAETEC Programa de Pós Graduação em Educação/UERJ

Doutoranda em Educação na Universidade do Estado do Rio de Janeiro. Atualmente professora do Ensino Superior da FAETEC no Curso de Pedagogia no Instituto Superior de Educação do Rio de Janeiro. Pesquisadora e Líder do grupo de pesquisa Formação de Professores e Tecnologias Educacionais/FAETEC/CNPq. Pesquisadora do grupo de pesquisa Educação e Comunicação/UERJ/CNPq.

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Published

2016-12-15

How to Cite

Silva, A. V. M. da. (2016). The discursive practices of the world bank: educational policies in Latin America and the Caribbean. Education, 41(3), 731–740. https://doi.org/10.5902/1984644418036

Issue

Educação, v. 41, n. 3, set./dez. 2016

Section

Continuous Demand

License

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