Global educational governance and the genesis of the socio-emotional skills tests

• Autor(a) principal: Fernandes, Claudia de Oliveira
• Data de Publicação: 2017
• Outros Autores: Rodrigues, Carlos Eduardo Serrina de Lima
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Estudos em Avaliação Educacional
• Texto Completo: https://publicacoes.fcc.org.br/eae/article/view/4006
• topic: Educational Policy; Education Assessment; Socio-Emotional Skills; Educational Global Governance.; Políticas Educacionales; Evaluación de la Educación; Habilidades Socioemocionales; Gobernanza Educacional Global.; Políticas Educacionais; Avaliação da Educação; Habilidades Socioemocionais; Governança Educacional Global.; Avaliação da Educação

The discourse that the economies are ever more interrelated has justified the major role played by the Organization for Economic Co-operation and Development (OECD) in relation to education and, especially regarding the investigation that led to this text, i.e., the importance the Organization has given to socio-emotional skills. We propose to investigate to what extent it would be possible to identify mechanisms that confirm the existence of a global educational governance project in OECD activities. The application of the analytical framework to the documents that composed our corpus, which was proposed by Charaudeau (2014), allowed us to affirm that the OECD has put into practice a real educational global governance project. This project not only deploys the three mechanisms of educational governance proposed by Jakobi and Martens (2010); the production of ideas, policy assessment and data generation, but also the cognitive and normative modes of governance, designed by Woodward (2009).