Action of multilateral organizations for global governance: Dissemination and transfer of educational policies
RPGE – Revista on line de Política e Gestão Educacional, Araraquara, v. 27, n. 00, e023026, 2023. e-ISSN: 1519-9029
DOI: https://doi.org/10.22633/rpge.v27i00.18072 8
world, where state borders are permeable and public policy travels transnationally, policy
diffusion naturally connects domestic politics to international, or elsewhere, becoming
established and transferred policies.
The process of transfer and diffusion is not always linear and may involve different
elements, agents and at different times, as well as, in different contexts, such as national,
regional or global (OLIVEIRA, 2013). In addition, in regional processes, networks are created
to encourage the transfer of the best policies, but also with the aim of “[...] challenging the
power structures of the networks pre-existing ones” (DOLOWITZ; MARSH, 2016, p. 346, our
translation). Broadcast and transfer, in general terms, refer to:
[...] both the importation of ideas developed elsewhere by national policy-
making elites, and the imposition and negotiation of policies by multilateral
bodies, and processes of structural convergence. By disseminating discourses,
guidelines and agreements between the global and local contexts, via
international treaties and pacts, the State ratifies the global discourse by
importing the policies and programs suggested by international organizations,
subjecting them, however, to other networks of relationships existing in the
region, in which political and economic forces operate both between countries
and mediated by multilateral organizations. The role of policy makers stands
out in the dissemination and transfer agenda, specialists in education,
intellectuals, international agencies and non-governmental organizations,
among others, in accommodating ideas and practices suggested by the
network (BORTOT, 2022, p. 23, our translation).
Barnett and Finnemore (2004) categorize the types of OM actions in three policies and
techniques in organizing the global agenda, namely: first, classify the world, for example,
stratifying countries according to their level of performance in international assessments, and
thus, puts pressure on governments to introduce educational reforms; secondly, to correct
meanings in the social world, for example, defining educational quality through indicators and
benchmarks; and, articulate and disseminate new norms, principles and beliefs, for example,
spreading what they consider “good” or “best” practices in development educational. In general,
the power of OMs involves their ability to define the main priorities and goals of educational
change, as well as what the main problems that education systems must try to address.
In addition, Shiroma (2020) demonstrated that practices are widespread in agreements
of cooperation and in spaces of “[...] circulation of knowledge potentiated by the internet, media
and social networks, political and scientific events, ideas have carriers of different calibers that,
according to their interests, sponsor and accelerate its diffusion” (SHIROMA, 2020, p. 2, our
translation). Through these agreements and events, there is a growing participation of OM in
the formulation of national policies that changes its role in inducing reforms, placing them as a