PREAL e PRELAC: os organismos multilaterais e a formulação das políticas educacionais

Abstract

The present work, entitled PREAL and PRELAC: Multilateral Organizations and the formulation of educational policies, is materialized by the Regional Program of Educational Reform in Latin America and the Caribbean (PREAL) and the Regional Education Project for Latin America and the Caribbean. Caribbean (PRELAC) as expressions of the educational guidelines formulated by multilateral agencies. Given this situation, the main problem is, what are the political-ideological and educational influences and impacts exerted by PREAL and PRELAC, as actions managed by multilateral organizations, in the structuring of Brazilian educational policies? From this problem situation emerges the objective of the research, namely, to analyze the possible influences of PREAL and PRELAC, as expressions of multilateral organizations, for the formulation of educational policies in Latin America, specifically Brazil. The methodological and methodological path taken for the accomplishment of this research was of bibliographical and documentary nature, being realized for the interpretation of the selected sources, as well as of the surrounding phenomena, the historical and political-social contextualization, marked by the multilateralism and the aegis. Of the neoliberal state. In the neoliberal context, multilateral organizations define education as a solution to social problems, guidelines defined by the World Bank (WB) and the Organization for Economic Cooperation and Development (OECD), organizations that sponsor and fund actions such as Education for All (EFA). ), and more specifically the Jomtien Declaration (1990), the New Delhi Declaration (1993) and the Dakar Framework for Action (2000). The function of these conferences is to direct the new directions of education through their guidelines and make educational reforms viable. This scenario leads to the realization that Brazilian educational policies have suffered and are influenced by multilateral organizations, through processes of resignification, adaptation and confluence of interests, involving national elites. The systematic and continuous nature of the evaluation meets the purpose of the recommendations, which have as their principle the universalization of education, based on the production of performance indicators. The impacts of guidelines on school routine are devastating and it is concluded that education is suffering from the consequences of globalization and capital, as it is increasingly introduced into the logic of productive restructuring. These characteristics are clearly emphasized in the process of normatization of education inserted by multilateral organizations, and to overcome this reality, a transformative critical education is necessary.