THE OECD AND THE TEACHER TRAINING: The TALIS in question

Abstract

The international organizations (IOs) have seen in education the means for economic growth and in the teacher, the professional responsible for conformation of individuals at that society of knowledge. The Ois have performed research and elaborated documents relating to the role of the teacher, the function of the school and the competencies and skills necessary for the development of a citizen of the twenty-first century. The paper presents some results of a research, in process, funded by CNPq, "Internationalization of Higher Education, International Bodies and the impacts on Teacher Training Programs", and has how its focus the OECD and the TALIS, seeking to bring elements about the teacher training. The methodology is based on the dialectical and historical materialism, what allowed to apprehend the phenomenon (teacher training) in its entirety, by examining the contradictions and mediations that pervades it. The discourse analysis (Fairclough, 2001) made exploited the OECD documents, whereas the discursive practice and social practice expressed in the texts. The first results point to the influence of the OECD in actions relating to the training of teachers. The paper will be divided in three stages: the first is the characterization of the international context and the impacts on education; the second examines the position of the OECD in relation to education; and finally, it will be considered the findings and recommendations that the OECD made from TALIS, in relation to the teaching work.