PERFORMANCE REGULATING IN CURRICULUM POLICIES

Abstract

In this paper, I focus on the significant performance as a device for regulating teaching in political texts in Ibero-America and in Brazil. I base my studies on the following discursive perspectives: the theory of discourse (LACLAU; MOUFFE) and the theory of curriculum as politics by signification (LOPES; MACEDO).
I selected the following political texts for interpretation: Miradas sobre La Educación en Iberomérica: Desarollo profesional docente y mejora de la educación and Skills for the 21st Century in Ibero-America both from OEI and the National Curriculum Guidelines for the Initial Teacher Training for Basic Education
and Common National Base for Initial Formation of Basic Education Teachers (BNC-Initial Formation) (BRAZIL). In the demands produced and articulated discursively, we can interpret attempts to control the curriculum of teacher training and performance through performance evaluation as a strategy that aims to guarantee the quality of education in attempts to make teaching work more accountable.