Resumo

MONARCA, Héctor; MERA-CLAVIJO, Alberto; ALVAREZ-LOPEZ, Gabriel  e  GOROSTIAGA, Jorge M.. Stances on Teacher Professionalization in the Official Discourse of International Organizations. RMIE [online]. 2024, vol.29, n.102, pp.509-533.  Epub 14-Out-2024. ISSN 1405-6666.

This article analyzes the statements, expressed through their documents, on teacher professionalization of three international organizations: the Organization of Ibero-American States for Education, Science and Culture; the Organization of Ibero-American States for Education, Science and Culture-Unesco and the Inter American Development Bank. The purpose was to identify their explicit and implicit stances on this issue, in the understanding that their discourses, policies and practices of teacher professionalization are part of the processes of production of the social in general and particularly of the educational field. A content analysis of the selected documents was carried out from a critical point of view to the discourse. The results show that a hybrid position on professionalization prevails, although mostly characterized by a teacher-school managerial approach. The conclusions invite us to consider hybridism as a predominant feature of policy-oriented documents addressed to multiple audiences and contexts.

Palavras-chave : teacher professionalization; international organizations; discourses; Latin America.

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