Change and discourses of international organizations on teacher training and professional development policies: towards an integrative perspective

Abstract

The purpose of this work is to analyze the discourses that financial organizations and international cooperation generate and recreate on teacher training and professional development policies in the light of constant educational reforms to scrutinize the limits of visions permeated by strong commercial and monetary components. Since discourse is a type of political action and is involved in the reproduction of power and domination deployed by international institutions and groups, the research recovers analytical approaches derived from policy studies that offer a view to understand the political context in which ideas are generated, in which policies, institutions and actors are incorporated as part of a policy process. The approaches involve a comprehensive analysis of the relationship between politics and public policies. From these approaches, macro perspectives are linked through ideas, which is what allows articulating different positions and building an articulating axis in favor of an ideological conception or paradigm, and the meso through institutional arrangements, which correspond to the implementation of policies to ensure achievement of achievements; and the participating actors, who define their interests and elaborate strategies, based on the construction and legitimation of a political project.