Policies for teacher education and recommendations of the World Bank: interfaces with the current context of literacy teacher education in Brazil

Authors

DOI:

https://doi.org/10.5212/PraxEduc.v.11i1.0002

Abstract

The purpose of this paper is to analyze the recommendations of the World Bank and its relation to the policies of teacher education in Brazil, in order to identify the concordances between current policies for teacher education in the literacy context. This is a document analysis of theoretical and critical nature, which permitted to observe that current policies for teacher education are consistent with the recommendations of the World Bank. Such guidelines generate the allocation of responsibility to the teachers for the success or failure of school students, verified through external assessments and based on the assessed performance.

 

Keywords: Teacher education. Education policies. World Bank.

Author Biographies

  • Jani Alves da Silva Moreira, State University of Maringá

    Doutora em Educação (UEM)

    Professora Adjunto do Departamento de Teoria e Prática da Educação e do Programa de Pós-Graduação da Universidade Estadual de Maringá.

    Líder do Grupo de Estudos e Pesquisas em Políticas Educacionais, Gestão e Financiamento da Educação - GEPEFI/CNPq.

     

    Supervisora do Pacto Nacional de Alfabetização na Idade Certa (PNAIC) na UEM.

  • Renata Valério da Silva, State University of Maringá

    Graduada em Pedagogia pela Universidade Estadual de Maringá.

    Secretária escolar do Colégio Dom Bosco.

    Estudante pesquisadora do Grupo de Estudos e Pesquisas em Políticas Educacionais, Gestão e Financiamento da Educação - GEPEFI/CNPq

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Published

2016-06-01

Issue

Vol. 11 No. 1 (2016): Dossiê: Políticas de Formação de Professores Alfabetizadores

Section

Políticas de Formação de Professores Alfabetizadores

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How to Cite

Policies for teacher education and recommendations of the World Bank: interfaces with the current context of literacy teacher education in Brazil. Práxis Educativa, [S. l.], v. 11, n. 1, p. 37–61, 2016. DOI: 10.5212/PraxEduc.v.11i1.0002. Disponível em: https://revistas.uepg.br/index.php/praxiseducativa/article/view/7198. Acesso em: 30 apr. 2026.