This thesis studies the Teaching Training Policy in Brazil. The subject of this study is teaching training policy rules. The research matter refers to the relation between the Organization for Economic Co-operation and Development (OECD) guidelines and the regulation process of the teaching training policy in Brazil, during the period ranging from 2007 to 2010, presenting the following guidance questions: What are OECD interests and guidelines regarding the education area in Brazil? What is the concept of education for OECD? What is the concept of education framework of the PDE and the Target Commitment Plan “All for Education”? What are the guidelines of the Target Commitment Plan “All for Education” regarding the teaching training policy? Which OECD guidelines features are included in the Brazilian teaching training policy, during the period between 2007 and 2010? What actions within the PDE refer to the teaching training policy? The teaching training logic provided by OECD is being followed by the Brazilian government? The research started with the hypothesis that OECD interferes and guides the Brazilian teaching training policy and this is done through political and pedagogic guidelines imposing new rules for the conduction and materiality of this public policy. Therefore, the goal of this research is to identify and analyze the teaching training policy rules in Brazil for elementary education during the period from 2007 and 2010, as well as its relations with the OECD guidelines. Particularly, we tried to: analyze the OECD teaching training policy; study the Brazilian education laws related to the teaching training policy for the initial grades of elementary education; identify and analyze the relations between OECD education guidelines and prospects and the Brazilian teaching training policy. The methodology used was based on bibliographic and documental research and interviews. Data were analyzed through the content analysis technique. The study indicates that the teaching training policy in Brazil emphasizes the social, economic and educational development agenda from OECD. A Brazilian government concern for “effective” professors is identified, and “successful” schools and content are a central focus in the political and educational agenda, through the “culture of results”, via internal and external evaluations. The teaching training policy approach in Brazil has been designed within the context of a new morphology of labor, emphasizing teachers’ training aiming at the role such professionals may play as core agents in the materialization and success of such policies. The study indicates that OECD does guide the Brazilian education policies, which is a relevant research phenomenon, i.e., it goes beyond the idea that the cooperation and partnership between OECD and the Brazilian government are tenuous because Brazil is not a country member of OECD.
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