Wishful thinking: processes of meaning in the discourse of the learning crisis of multilateral organizations

Detalhes bibliográficos
Autor(a) principal: Rochadel, Olivia
Data de Publicação: 2022
Outros Autores: Hostins, Regina Celia Linhares
Tipo de documento: Artigo
Idioma: por
Título da fonte: Práxis Educativa (Online)
Texto Completo: https://revistas.uepg.br/index.php/praxiseducativa/article/view/20775
Resumo: In this paper, it is analyzed the discourse of the learning crisis in the documents published by multilateral bodies: World Bank, UN, UNESCO and UNICEF, between 2013 and 2021. Based on Stephen Ball’s Theory of Political Networks and Norman Fairclough’s Critical Discourse Analysis, it was identified that the announced crisis moves in an interstate perspective, from the idea of a global phenomenon, justified by local problems, centered on the teacher’s agency and the student. It is a rhetorical discourse, impregnated with wishful thinking (fallacies of hope), highlighting: the school and the teachers are blamed for the crisis; organizations have solutions to reduce it; the confrontation requires partnerships involving governments, school community, third sector and private sector, under the leadership of organizations. The discourses are structured in a Persuasive Strategic Cycle – commotion, seduction, promise and sale – to convince readers and organize the actors of education policy around the network governance. Keywords: Education Policy. Learning crisis. Critical Discourse Analysis.
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spelling Wishful thinking: processes of meaning in the discourse of the learning crisis of multilateral organizationsWishful thinking: procesos de significación en el discurso de la crisis de aprendizaje de organizaciones multilateralesWishful thinking: processos de significação no discurso da crise de aprendizagem de organizações multilateraisIn this paper, it is analyzed the discourse of the learning crisis in the documents published by multilateral bodies: World Bank, UN, UNESCO and UNICEF, between 2013 and 2021. Based on Stephen Ball’s Theory of Political Networks and Norman Fairclough’s Critical Discourse Analysis, it was identified that the announced crisis moves in an interstate perspective, from the idea of a global phenomenon, justified by local problems, centered on the teacher’s agency and the student. It is a rhetorical discourse, impregnated with wishful thinking (fallacies of hope), highlighting: the school and the teachers are blamed for the crisis; organizations have solutions to reduce it; the confrontation requires partnerships involving governments, school community, third sector and private sector, under the leadership of organizations. The discourses are structured in a Persuasive Strategic Cycle – commotion, seduction, promise and sale – to convince readers and organize the actors of education policy around the network governance. Keywords: Education Policy. Learning crisis. Critical Discourse Analysis.En este artículo, se analiza el discurso de la crisis del aprendizaje en los documentos publicados por organismos multilaterales: Banco Mundial, Comisión de Educación de la ONU, Unesco y Unicef, entre 2013 y 2021. Con fundamento en la Teoría de Redes Políticas de Stephen Ball y en el Análisis Crítico del Discurso de Norman Fairclough, se identificó que la crisis anunciada transita en una perspectiva interescalar, a partir de la idea de un fenómeno global, justificado por problemas locales, centrado en la agencia del profesor y del alumno. Se trata de un discurso retórico, impregnado de wishful thinking (falacias de esperanza), destacándose: la escuela y los docentes son los culpables de la crisis; las organizaciones tienen soluciones para reducirla; el enfrentamiento requiere alianzas involucrando a los gobiernos, comunidad escolar, tercer sector y sector privado, bajo el liderazgo de las organizaciones. Los discursos se estructuran en un Ciclo Estratégico Persuasivo – conmoción, seducción, promesa y venta – para convencer a los lectores y organizar a los actores de la política educativa en torno a la gobernanza en red. Palabras clave: Política Educativa. Crisis de aprendizaje. Análisis Crítico del Discurso.Neste artigo, analisa-se o discurso da crise de aprendizagem nos documentos publicados por organismos multilaterais: Banco Mundial, Comissão de Educação da ONU, Unesco e Unicef, entre 2013 e 2021. Com fundamento na Teoria de Redes Políticas de Stephen Ball e na Análise Crítica do Discurso de Norman Fairclough, identificou-se que a crise anunciada transita, em perspectiva interescalar, entre a ideia de um fenômeno global, justificado por problemas locais, centrado na agência do professor e do aluno. Trata-se um discurso retórico, impregnado de wishful thinking (falácias de esperança), destacando-se: a escola e os professores são os culpados pela crise; as organizações têm soluções para reduzi-la; o enfrentamento requer parcerias envolvendo governos, comunidade escolar, terceiro setor e setor privado, sob liderança das organizações. Os discursos estruturam-se em um Ciclo Estratégico Persuasivo – comoção, sedução, promessa e venda – para convencer leitores e organizar os atores da política educacional em torno da governança em rede. Palavras-chave: Política Educacional. Crise de aprendizagem. Análise Crítica do Discurso.Universidade Estadual de Ponta Grossa2022-08-20info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/xmlhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/2077510.5212/PraxEduc.v.17.20775.086Práxis Educativa; Vol. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos; 1-19Práxis Educativa; Vol. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos; 1-19Práxis Educativa; V. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos; 1-19Práxis Educativa; v. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos; 1-191809-43091809-4031reponame:Práxis Educativa (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/20775/209209216881https://revistas.uepg.br/index.php/praxiseducativa/article/view/20775/209209216909Copyright (c) 2022 Práxis Educativahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessRochadel, OliviaHostins, Regina Celia Linhares2023-01-27T16:32:10Zoai:uepg.br:article/20775Revistahttp://www.revistas2.uepg.br/index.php/praxiseducativaPUBhttps://revistas2.uepg.br/index.php/praxiseducativa/oaipraxiseducativa@uepg.br||praxiseducativa@uepg.br1809-43091809-4031opendoar:2023-01-27T16:32:10Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)false
dc.title.none.fl_str_mv Wishful thinking: processes of meaning in the discourse of the learning crisis of multilateral organizations
Wishful thinking: procesos de significación en el discurso de la crisis de aprendizaje de organizaciones multilaterales
Wishful thinking: processos de significação no discurso da crise de aprendizagem de organizações multilaterais
title Wishful thinking: processes of meaning in the discourse of the learning crisis of multilateral organizations
spellingShingle Wishful thinking: processes of meaning in the discourse of the learning crisis of multilateral organizations
Rochadel, Olivia
title_short Wishful thinking: processes of meaning in the discourse of the learning crisis of multilateral organizations
title_full Wishful thinking: processes of meaning in the discourse of the learning crisis of multilateral organizations
title_fullStr Wishful thinking: processes of meaning in the discourse of the learning crisis of multilateral organizations
title_full_unstemmed Wishful thinking: processes of meaning in the discourse of the learning crisis of multilateral organizations
title_sort Wishful thinking: processes of meaning in the discourse of the learning crisis of multilateral organizations
author Rochadel, Olivia
author_facet Rochadel, Olivia
Hostins, Regina Celia Linhares
author_role author
author2 Hostins, Regina Celia Linhares
author2_role author
dc.contributor.author.fl_str_mv Rochadel, Olivia
Hostins, Regina Celia Linhares
description In this paper, it is analyzed the discourse of the learning crisis in the documents published by multilateral bodies: World Bank, UN, UNESCO and UNICEF, between 2013 and 2021. Based on Stephen Ball’s Theory of Political Networks and Norman Fairclough’s Critical Discourse Analysis, it was identified that the announced crisis moves in an interstate perspective, from the idea of a global phenomenon, justified by local problems, centered on the teacher’s agency and the student. It is a rhetorical discourse, impregnated with wishful thinking (fallacies of hope), highlighting: the school and the teachers are blamed for the crisis; organizations have solutions to reduce it; the confrontation requires partnerships involving governments, school community, third sector and private sector, under the leadership of organizations. The discourses are structured in a Persuasive Strategic Cycle – commotion, seduction, promise and sale – to convince readers and organize the actors of education policy around the network governance. Keywords: Education Policy. Learning crisis. Critical Discourse Analysis.
publishDate 2022
dc.date.none.fl_str_mv 2022-08-20
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10.5212/PraxEduc.v.17.20775.086
url https://revistas.uepg.br/index.php/praxiseducativa/article/view/20775
identifier_str_mv 10.5212/PraxEduc.v.17.20775.086
dc.language.iso.fl_str_mv por
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dc.relation.none.fl_str_mv https://revistas.uepg.br/index.php/praxiseducativa/article/view/20775/209209216881
https://revistas.uepg.br/index.php/praxiseducativa/article/view/20775/209209216909
dc.rights.driver.fl_str_mv Copyright (c) 2022 Práxis Educativa
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rights_invalid_str_mv Copyright (c) 2022 Práxis Educativa
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eu_rights_str_mv openAccess
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dc.publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
dc.source.none.fl_str_mv Práxis Educativa; Vol. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos; 1-19
Práxis Educativa; Vol. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos; 1-19
Práxis Educativa; V. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos; 1-19
Práxis Educativa; v. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos; 1-19
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