The role of international organisms in the management reform of brazilian education: large-scale educational assessment systems as instruments of the political pedagogy of capital

Abstract

For three decades, capital has been plunged into an organic crisis that has conditioned the maintenance of its accumulation bases, which led to a process of bourgeois recomposition in order to restructure work and production, as well as reconfigure the relationship between the State and civil society. This process affects all spheres of social life, including human development policies, which assume a strategic character, both for training new workers and for the ethical and moral conformity of civil society. In this context, it is clear that international organizations, notably UNESCO, the World Bank Group and the OECD have undergone significant transformations, assuming a new role in the planning and formulation of the educational policies of their Member States, in order to create a consensus on around a political pedagogy of capital, for which large-scale educational assessment systems are a strategic element.