Abstract
ABSTRACT The objective of this work is to understand the concepts of quality, assessment and learning contained in guidelines from the World Bank (WB), the Organization for Economic Cooperation and Development (OECD), the United Nations Educational, Scientific and Cultural Organization (UNESCO), the United Nations (UN) and the Organization of Ibero-American States (OEI), which led Latin American countries to adhere to the Education for All (EFA) project proposal from 1996 to 2019, favoring the direct influence of these organizations in the formulation, planning, execution and assessment of educational policies. The methodology consisted of analytical research, focusing on the policy cycle of Bowe, Ball and Gold (1992), in the context of the production of texts, as a reference for the implementation of educational policies. This work is part of research that is being carried out in a network, to understand the Latin American scenario, taking as a guiding principle the proposition of organizing collective knowledge in this area. The results point to the direct influence of multilateral organizations on the guidelines and decisions of educational policies in Brazil and Latin America, based on the adherence to the EFA proposal, receiving approval, treaties and financial investments, with a strong assessment of results and rankings of a quality defined as a basis for anchoring the capitalist development of production, whose concepts of quality, assessment and learning respond to the objectives of market-oriented education.
Published Version
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