Governing by numbers: Organisation for Economic Co-Operation and Development’s policy for basic education

This paper proposes to analyze the assumptions of the Learning Compass 2030 project of the Organisation for Economic Co-operation and Development, aimed at education, with a view to create an international school curriculum through the definition of competencies, knowledge, skills, common attitudes, and values. By using the compass metaphor as a methodological and ideological inspiration, it spreads the idea of curriculum flexibility, lifelong learning, learn to learn and autonomy, and anticipates the needs of students in their future life and work options. We argue that terms, vocabulary, conceptions, written language, and purposes inscribed in the Common National Curriculum Base - High School are aligned to corporate and mercantile interests, and also systematize a pragmatic, instrumental and functionalist character for Basic Education.

KEYWORDS
basic education; BNCC-OECD; pedagogy of competences

Authorship

Maria Abádia da Silva

Universidade de Brasília, Brasília, DF, Brazil.Universidade de Brasília, Brasília, DF, Brazil.Universidade de Brasília, Brasília, DF, Brazil.

http://orcid.org/0000-0001-8605-3805

Maicon Donizete Andrade Silva

Universidade de Brasília, Brasília, DF, Brazil.Universidade de Brasília, Brasília, DF, Brazil.Universidade de Brasília, Brasília, DF, Brazil.

http://orcid.org/0000-0002-1332-9871

Neusa Sousa Rêgo Ferreira

Universidade de Brasília, Brasília, DF, Brazil.Universidade de Brasília, Brasília, DF, Brazil.Universidade de Brasília, Brasília, DF, Brazil.

http://orcid.org/0000-0002-7667-5333

Maria Abádia da Silva has a doctorate in Education from the Universidade Estadual de Campinas (Unicamp). She is a professor at the Universidade de Brasília (UnB). E-mail: abadiaunb@gmail.com

Maicon Donizete Andrade Silva is a doctoral student in Education at the Universidade de Brasília (UnB). E-mail: maiconeal@hotmail.com

Neusa Sousa Rêgo Ferreira is a doctoral student in Education at the Universidade de Brasília (UnB). E-mail: neusass2012@hotmail.com

Conflicts of interest: The authors declare they don’t have any commercial or associative interest that represents conflict of interests in relation to the manuscript.

Authors’ contributions: Formal Analysis, Project Administration, Supervision: SILVA, M. A. Conceptualization, Investigation, Methodology, Writing - Original Draft: SILVA, M. A.; SILVA, M. D. A.; FERREIRA, N. S. R.

SCIMAGO INSTITUTIONS RANKINGS

Universidade de Brasília, Brasília, DF, Brazil.Universidade de Brasília, Brasília, DF, Brazil.Universidade de Brasília, Brasília, DF, Brazil.

Figures | Tables

Figures (1)
Tables (3)

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Figure 1 -
The Organisation for Economic Co-operation and Development’s Learning Compass 2030.

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Chart 1 -
OECD publications and educational programs: 1960−2020.

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Chart 2 -
Guiding elements of the international school curriculum.

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Chart 3 -
National Common Curricular Base descriptors and alignments with the Organisation for Economic Co-operation and Development’s concepts and ideas.

Figure 1 - The Organisation for Economic Co-operation and Development’s Learning Compass 2030.

Source: Organisation for Economic Co-operation and Development - OCDE (2019aORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT - OCDE. Learning Compass 2030. 2019a. Disponível em: Disponível em: http://www.oecd.org/education/2030-project/teaching-and-learning/learning/learning-compass-2030/ . Acesso em: 20 mar. 2021.
http://www.oecd.org/education/2030-proje... ).

Chart 1 - OECD publications and educational programs: 1960−2020.

1st phase 1948−1960	European Productivity Agency	1953
1st phase 1948−1960	Office for technical-administrative personnel (OSTP)	1958
2nd phase 1961−1980	Mediterranean Regional Project (MRP)	1961
	Educational statistics program and quantitative analysis techniques	1961
	Scholarship program	1962
	Center for Educational Research and Innovation (CERI)	1967
	Department of Education	1970
	Program focus on school and on the teaching and learning process and on development and research policies	1970
	Analysis and teacher training program	1970
	Program for Institutional Management in Higher Education (IMHE)	1971
	School building construction program (PEB)	1972
	International Training Program for Education Management	1973
3rd phase 1981−2000	Program for Indicators of Educational Systems (INES)	1983
	Education at a Glance - Panorama of Education	1992
	Program for International Student Assessment (PISA)	1997
	Policy Advisory and Implementation Program (PAI)	1998
4th phase 2001−2020	Program for the International Assessment of Adult Competencies (PIAAC)	2008
4th phase 2001−2020	Program for Assessment of Higher Education Learning Outcomes (AHELO)	2010

Source: Adapted from Papadopoulos (1994PAPADOPOULOS, G. S. Education 1960-1990: The OCDE Perspective. Paris: Publicações da OCDE, 1994.) and Pereira (2016PEREIRA, R. S. A política de competências e habilidades na educação básica pública: relações entre Brasil e OCDE. 2016. 284 f. Tese (Doutorado em Educação) - Universidade de Brasília, Brasília, 2016.).

Chart 2 - Guiding elements of the international school curriculum.

Transformative competencies: Students need to be empowered and feel they can help shape a world where well-being and sustainability - for themselves, others and the planet - are achievable. All students need this solid foundation to fulfill their potential to become responsible contributors and healthy members of society.

Student agency/co-agency: The belief that students have the will and ability to positively influence their own lives and the world around them, as well as to set a goal, to reflect and act responsibly to effect change. Students develop co-agency in an interactive, self-effective, supportive and enriching interaction with peers, teachers, parents and communities, organically and in a larger learning ecosystem.

Knowledge: Includes concepts and ideas as well as practical understanding based on experience of having performed certain tasks. It recognizes four different types of knowledge: disciplinary, interdisciplinary, epistemic and procedural.

Skills: Corresponds to the ability to use one’s knowledge for a purpose. Skills are the ability and capacity to carry out processes, and to be able to use one’s knowledge responsibly to achieve a goal. It states three different types of competencies: cognitive and metacognitive; social and emotional; and practice and physics.

Attitudes and values: These refer to the principles and beliefs that influence a person’s choices, judgments, behaviors and actions on the way to individual, social and environmental well-being. Strengthening and renewing trust in institutions and among communities requires greater efforts to develop the core shared values of citizenship, to build more inclusive, fair and sustainable economies and societies.

Anticipation-action-reflection cycle: This is the interactive learning process through which students continually improve their thinking and act intentionally and responsibly. In the anticipation phase, students are informed by considering how actions taken today may have consequences for the future. In the action phase, students have the will and ability to act in favor of well-being. In the reflection phase, students improve their thinking, which leads to better actions for individual, social and environmental well-being.

Source: Adapted from Organisation for Economic Co-operation and Development - OCDE (2019aORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT - OCDE. Learning Compass 2030. 2019a. Disponível em: Disponível em: http://www.oecd.org/education/2030-project/teaching-and-learning/learning/learning-compass-2030/ . Acesso em: 20 mar. 2021.
http://www.oecd.org/education/2030-proje... , p. 17).

Chart 3 - National Common Curricular Base descriptors and alignments with the Organisation for Economic Co-operation and Development’s concepts and ideas.

Knowledge: Valuing and using knowledge historically built on the physical, social, cultural and digital world to understand and explain reality, continue learning and collaborate to build a fair, democratic and inclusive society.

Scientific, critical and creative thinking: Exercising intellectual curiosity and using the approach of science, including research, reflection, critical analysis, imagination and creativity, to investigate causes, develop and test hypotheses, formulate and solve problems and to create solutions (including technological ones) based on the knowledge of the different areas.

Communication: Using different languages: verbal (oral or visual-motor, such as Brazilian Sign Language - Libras), written, body, visual, sound and digital, as well as knowledge of artistic, mathematical and scientific languages to express oneself and share information, experiences, ideas and feelings in different contexts, in addition to producing meanings that lead to mutual understanding.

Cultural repertoire: Valuing and enjoying the various artistic and cultural manifestations, from local to global, and participating in diversified practices of artistic and cultural production.

Digital culture: Understanding how to use and create digital information and communication technologies in a critical, meaningful, reflective and ethical way in the various social practices (including school ones) to communicate, access and disseminate information, produce knowledge, solve problems and exercise protagonism and authorship in personal and collective life.

Work and life project: Valuing the diversity of knowledge and cultural experiences, appropriating knowledge and experiences that allow one to understand the relations of the world of work and make choices aligned with the exercise of citizenship and with one’s life project, with freedom, autonomy, critical awareness and responsibility.

Self-knowledge and self-care: Knowing and appreciating oneself and taking care of one’s physical and emotional health, understanding oneself in human diversity and recognizing one’s own emotions and those of others, with self-criticism and the ability to deal with them.

Empathy and cooperation: Exercising empathy, dialogue, conflict resolution and cooperation, ensuring respect for and promoting respect for others and human rights, welcoming and valuing the diversity of individuals and social groups, their knowledge, their identities, their cultures and their potential, without prejudice of any kind. Arguing based on facts, data and reliable information to formulate, negotiate and defend ideas, points of view and common decisions that respect and promote human rights, socio-environmental awareness and responsible consumption at the local, regional and global levels, with an ethical positioning in relation to caring for oneself, others and the planet.

Responsibility and citizenship: Acting personally and collectively with autonomy, responsibility, flexibility, resilience and determination, making decisions based on ethical, democratic, inclusive, sustainable and solidary principles.

Source: Adapted from Brasil (2018BRASIL. Ministério da Educação. Base Nacional Comum Curricular - Ensino Médio. Brasília: MEC, 2018. Disponível em: Disponível em: http://basenacionalcomum.mec.gov.br/images/historico/BNCC_EnsinoMedio_embaixa_site_110518.pdf . Acesso em: 24 jul. 2021.
http://basenacionalcomum.mec.gov.br/imag... , p. 9).

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Governing by numbers: Organisation for Economic Co-Operation and Development’s policy for basic education

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[1] Maria Abádia da Silva has a doctorate in Education from the Universidade Estadual de Campinas (Unicamp). She is a professor at the Universidade de Brasília (UnB). E-mail: abadiaunb@gmail.com