Abstract
This paper presents the theoretical and methodological pathway for the analysis of a World Bank document. The document, with the title Excellent Teachers, deals with training and teaching career policies for Latin American and Caribbean countries. Based on the Ball and Bowe Policy Cycle approach, some convergences were outlined in the World Bank’s role of dissemination of market principles and induction of new markets in education. Based on this analysis, we begin to exemplify how the World Bank Group principles for teacher-centered education are aligned with ideas from one of the contexts of the above-mentioned Cycle; the context of influence. The convergences between the Bank’s principles and the market permeate the document and create consensus in educational policies for developing countries, including Brazil.
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