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As reformas educacionais após a abertura política no Brasil e na Espanha: uma análise crítica do Ensino Médio e da Geografia; The educational reforms after the political opening in Brazil and in Spain: a critical analysis of High school and Geography

Sene, José Eustáquio de
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 11/02/2009 PT
Relevância na Pesquisa
56.31%
Esta tese pretende analisar comparativa e criticamente as leis responsáveis pelas reformas educacionais implantadas no Brasil e na Espanha após a redemocratização, período que tem como marco as respectivas Constituições, de 1988 e de 1978. Como as reformas educativas são um fenômeno complexo e multidimensional, serão analisadas somente do ponto de vista estrutural atendose ao ensino médio e curricular atendose à disciplina Geografia. Com base nos documentos do Ministério da Educação (Brasil) e do Ministério de Educación y Ciencia (Espanha), procurarseá investigar as justificativas, as contradições e os conflitos de interesse políticoeconômicos e ideológicos envolvidos nos processos reformistas. Serão pesquisadas ainda as divergências epistemológicas e teóricometodológicas subjacentes à modalidade curricular das reformas. Para tanto, é importante desvendar especialmente o conceito de sociedade do conhecimento, uma das justificativas mais recorrentes para tais reformas, além dos conceitos de reforma educacional, currículo, conhecimentos, competências, ideologia, entre outros. Serão discutidos também os conceitos e as categorias da Geografia, especialmente nos documentos brasileiros, procurando desvendar eventuais incoerências e conflitos teóricometodológicos existentes nesse campo disciplinar. Para atingir os objetivos enunciados acima...

A reforma educacional chilena na América Latina (1990-2000) : circulação e regulação de políticas através do conhecimento; The reform of education of Chile in Latin America (1990-2000) : circulation and regulation of policies through knowledge

Jorge Luis Inzunza Higueras
Fonte: Biblioteca Digital da Unicamp Publicador: Biblioteca Digital da Unicamp
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 23/04/2014 PT
Relevância na Pesquisa
56.46%
A presente pesquisa procura identificar e analisar os processos de circulação e regulação de políticas na América Latina, durante a década de 1990, associados às reformas educacionais do Chile. Examinamos os mecanismos e dinâmicas de propagação desses conhecimentos através de diversas instâncias: organismos não governamentais, governos, organismos internacionais e redes. Analisamos os antecedentes históricos, sociais e políticos que ajudam a compreender a permanente inovação chilena, ao longo do século XX, no desenvolvimento de políticas educacionais. Nessa perspectiva, apresentamos a condição de "laboratório de políticas educacionais" do Chile como um elemento relevante para explicar seu lugar de referência na região. Identificamos duas ondas de reformas político-educacionais no Chile após o golpe de Estado de 1973, uma de ordem neoliberal, ocorrida no período da ditadura militar (1973-1990), e outra de tipo reformista conservador a partir da restauração democrática nos anos 1990. Os conhecimentos produzidos nessas ondas de políticas se amalgamaram em sua disseminação regional, não sendo fácil estabelecer uma diferenciação entre eles. Destacamos a participação central de redes de políticas...

A formação inicial de professores em Angola no contexto da reforma educativa: desafios e necessidades (Institutos Médios Normais de Educação de Benguela); The initial teacher training in Angola in the context of the educational reform: challenges and needs (Institutos Médios Normais de Educação de Benguela)

Chimuco, Sandra Marisa Nascimento
Fonte: Universidade do Minho Publicador: Universidade do Minho
Tipo: Tese de Doutorado
Publicado em 27/02/2015 POR
Relevância na Pesquisa
56.58%
Tese de Doutoramento em Ciências da Educação (área de especialização em Desenvolvimento Curricular).; Assim como ocorre um pouco por todo o mundo, a educação está a ser alvo de várias reformas, com o objetivo de melhor a qualidade desta nas sociedades. Fruto das necessidades de cada sociedade, as mudanças propostas afiguram-se como importantes para a melhoria da qualidade da educação e da própria sociedade. Angola afigura-se como um país, particular, que diariamente é desafiado, também em termos educativos, atendendo a que neste campo existem especificidades como as salas lotadas, a falta de infraestruturas e meios humanos para colmatar as dificuldades e, simultaneamente, dar resposta às necessidades, de entre muitas outras dificuldades. Nesta investigação procuramos compreender a articulação da formação inicial de professores ao nível dos institutos médios normais de educação, em Benguela com os objetivos definidos pelas reformas educativa e curricular. Neste enquadramento, formulamos a problemática da investigação que consistiu em estudar o sistema de formação inicial levado a cabo pelos Institutos médios normais de educação/Escolas de formação de professores de nível médio e sua articulação com os objetivos da reforma educativa tendo como suporte a Lei de bases nº 13 de 31 de Dezembro de 2001. A reflexão sobre essa questão remeteu-nos para a formulação de outras...

Quality of Schooling, Returns to Schooling and the 1981 Vouchers Reform in Chile

Patrinos, Harry Anthony; Sakellariou, Chris
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Relevância na Pesquisa
46.45%
This paper exploits unique information on cognitive ability to examine the importance of schooling and non-schooling cognitive skills for heterogeneous individuals using instrumental variables estimation. Using a binary instrument based on the 1981 reform in Chile, the authors find that the main beneficiaries of the reform were those who at the time were pupils in basic schooling (ages 6-13). For this treated group of pupils, only a negligible part of the estimated return to schooling is due to classical ability bias. The labor market reward to an additional year of schooling is a measure of the "true" non-cognitive return to schooling. However, once the treated group is expanded to include secondary school students, the pure return to schooling decreases dramatically, while the return to schooling cognitive and non-schooling cognitive skills increases accordingly, suggesting that a large part of the estimated return in an earnings function is due to classical ability bias. For this treated group (mixture of basic school and secondary school age students)...

Chile : Decades of Educational Reform Deliver

Holm-Nielsen, Lauritz; Thorn, Kristian; Prawda, Juan
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Relevância na Pesquisa
56.44%
A common vision and a consistent effort on the part of Chilean governments from the late 1960s to the present have placed Chile at an advanced stage of educational development. Today, primary education is almost universal, net secondary coverage is at 75 percent and more than one third of the 18- 24 age-cohort is enrolled in tertiary education. In addition, Chile features many components of a modern educational system, including a full school day, use of private providers, a competency-based curriculum, assessment of learning outcomes and a strong material basis for learning.

Next Steps for Education in Four Selected States in Brazil

World Bank
Fonte: Washington, DC Publicador: Washington, DC
EN_US
Relevância na Pesquisa
46.58%
Despite an increased economic growth following the introduction of the Real Plan in 1994, the poverty rate in Northeast Brazil is not declining at par with that in other regions, aggravated by the fact that the Northeastern illiteracy rate, is twice as high as the national average. This report identifies exclusion from educational opportunities, suggesting ways to attain inclusion, based on an analysis of successful experiences, both in other parts of Brazil, and abroad. The analysis covers four states, selected on the basis of poverty incidence, and of educational failure and exclusion, as well as on the extent to which education authorities at the state level have expressed interest in educational reform. The study examines the determinants of educational exclusion, including that of rural, indigenous, and Quilombo (groups of slave descendants) children, stipulating there is a clear need for policymakers to adopt educational approaches that account for the many different perspectives of the Brazilian population...

Framework for the Reform of Education Systems and Planning for Quality

Patrinos, Harry Anthony; Velez, Eduardo; Wang, Catherine Yan
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
EN_US
Relevância na Pesquisa
46.57%
In 2000, the goal that, by 2015, all children will have access to, and complete, free and compulsory primary education of good quality, was set. Despite the progress in terms of student enrollment and completion, the quality of learning produced in developing countries remains poor. Existing models of education production are inadequate for informing education reform for the purpose of improving school quality, as measured by student learning. Thus, a broader and more integrated approach of policy making is put forward. Building on theory and empirical evidence on what works, the paper puts forward a framework for improving the quality of education. The framework includes six factors: (1) assessment; (2) autonomy; (3) accountability; (4) attention to teachers; (5) attention to early childhood development; and (6) attention to culture. Going forward, there is a need to develop a system of international quality benchmarks drawing on a larger body of evidence. Most importantly, more empirical evidence from impact evaluations is needed.

Educating the Next Generation : Improving Teacher Quality in Cambodia

Tandon, Prateek; Fukao, Tsuyoshi
Fonte: Washington, DC: World Bank Publicador: Washington, DC: World Bank
EN_US
Relevância na Pesquisa
46.47%
This book diagnoses Cambodian teaching quality and presents policy options for reform. Through classroom observation, assessments of mathematics and pedagogical content knowledge, and surveys of teachers and school directors, it sheds light on content and instruction, interactions with school directors, instructional support systems, and the implementation of teacher standards. The book investigates the competencies and skills of those attracted to teaching; it assesses the extent to which preservice education in Cambodia is delivering graduates with high content mastery and exposure to a student-centered learning environment; and it examines how teacher performance has been impacted by national incentives, an evaluation system that is disconnected from classroom realities, and the extent to which opportunities to learn and share best-practice lessons with peers exists. Out of the diagnosis follow three policy pillars to reform how teachers are trained, maintained, and motivated. First, the government must make teaching a much more attractive profession. Second...

Del ???Consejo de Educaci??n??? a PISA: Breve historia contempor??nea de la pol??tica educativa alemana

Leschinsky, Achim
Fonte: Universidade de Granada Publicador: Universidade de Granada
Tipo: Artigo de Revista Científica
SPA
Relevância na Pesquisa
46.41%
El presente trabajo intenta abarcar el arco que va de la actual discusi??n acerca de los resultados de PISA a las tareas desarrolladas por el Consejo Alem??n de Educaci??n (Deutscher Bildungsrat) en las d??cadas de 1960 y 1970. Al mismo tiempo, se buscar?? dar una mirada a la investigaci??n realizada por la OCDE en la Rep??blica Federal de Alemania a??os antes del relevamiento de PISA de 1999-2000. En el mencionado espacio temporal, se hab??a instalado en Alemania la conciencia de que era de toda necesidad una reforma educativa. Fue esta la idea que promovi?? la fundaci??n del Consejo de Educaci??n, cuya misi??n era, ante todo, la de fomentar una reforma educativa a nivel fundamental. Por ello, cobra importancia aclarar las razones de la persistencia de la ???miseria educativa??? en Alemania y las causas que llevaron al fracaso de las propuestas del Consejo de Educaci??n. Una raz??n de peso es la que se deja ver en la relaci??n ??? hasta hoy conflictiva ??? entre las ciencias de la educaci??n y la pol??tica alemanas.; The article covers the time from the present discussion on the results of the PISA study back to the German Educational Council of the 1960s and 70s, including the OECD study of the Federal Republic of Germany which preceded the PISA survey of 1999-2000. During that period...

Nepal : Priorities and Strategies for Education Reform

World Bank
Fonte: Washington, DC Publicador: Washington, DC
ENGLISH; EN_US
Relevância na Pesquisa
46.42%
The modern education system in Nepal is one of the youngest in the world and operates within a political democracy that was established only in 1991. While parts of the system have been well designed and are implemented effectively, others remain in an embryonic stage and are only partly effective. This report identifies a number of key constraints which currently are hindering the development of the system and suggests priorities and strategies for organizing and managing the required changes. Six aspects of the current status are highlighted: Levels of literacy and educational attainment remain low. While access to all levels of the education system has increased considerably, participation remains unequal across income and social groups and the benefits of public subsidies are inequitably distributed. The quality of education is low. High repetition and dropout rates throughout the system are wasting valuable resources. The system does not serve the labor market well. This report recommends the government to: ensure within the coming decade that all children enroll in and complete a five year primary education while developing the structures and processes for expanding a strengthened basic cycle of schooling for eight years...

An Assessment of Institutional Capacity for Social Sector Reform in Argentina; Evaluacion de la capacidad institucional para reformar el sector social en la Argentina

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Economic & Sector Work :: Pre-2003 Economic or Sector Report; Economic & Sector Work
ENGLISH; EN_US
Relevância na Pesquisa
56.58%
The study explores the interactive clash resulting from reforms, and institutional capacity at the provincial level, as the main element to explain current limitations, and to suggest recommendations conducive to further social reform. To understand the framework for past reforms, the study reviews the economic, political, and institutional context within which such reforms were implemented, and examines the national government's reform policy - within the implementation strategy - and, as well, the provincial governments' capacity to manage change - i.e., in three provinces, Catamarca, Cordoba and Salta. The study focuses mainly on education, and health reforms, significantly different in both design, and formulation: health reform only introduced administrative hospital autonomy, merely a partial aspect of a broad health system reform; whereas, the education reform consisted of a total educational system change. The result was that the health reform was supported basically by interested syndicates, who envisaged compensatory benefits...

Russian Federation : E-Learning Policy to Transform Russian Schools

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Economic & Sector Work :: Policy Note; Economic & Sector Work
ENGLISH; EN_US
Relevância na Pesquisa
46.55%
Russia is reforming its education system to meet the needs of the country's evolving economic structure with its changing focus on information and services. This is known as the information - or knowledge - economy. The reform effort is now being expanded to incorporate the support that technology can give to new systems of teaching and learning. Currently the Government of Russia is investing a significant part of its limited education budget into Information and Computer Technology (ICT) equipment for general schools and initial vocational education. The report intends to help to maximize the social and educational impact of these investments. This report focuses on the analysis needed to facilitate I C T integration at the level of general and Initial Vocational Education (IVE). Both the general and the vocational streams have fallen behind Higher Education (HE) in the introduction and integration of ICT. However, IVE has been particularly neglected, not only in respect of funding for hardware and software...

Transforming Indonesia's Teaching Force : Executive Summary; Mentransformasi tenaga pendidikan Indonesia

World Bank
Fonte: World Bank Publicador: World Bank
Tipo: Economic & Sector Work :: Education Sector Review
ENGLISH
Relevância na Pesquisa
46.43%
The report on the transforming Indonesia's teaching force is divided in two volumes. The executive summary is the first volume of a two-volume comprehensive report on teacher management in Indonesia. This volume summarizes the key findings of the detailed technical analysis in volume two, but with much greater focus on the key areas where policy reforms will likely generate a large impact in Indonesia. While volume two is aimed at public policy researchers and technical staff of the Government of Indonesia, this shorter volume provides policy makers and the general public a condensed version of the larger report's analysis, results, and recommended policy reforms for developing a better teaching force in Indonesia. This report not only can assist the government in setting up a future reform agenda, but also add value to ongoing educational reform in Indonesia, in terms of improving the effectiveness of reform and ensuring its institutional and fiscal sustainability.

The Jordan Education Initiative : A Multi-Stakeholder Partnership Model to Support Education Reform

Bannayan, Haif; Guaqueta, Juliana; Obeidat, Osama; Patrinos, Harry Anthony; Porta, Emilio
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Policy Research Working Paper; Publications & Research
ENGLISH
Relevância na Pesquisa
46.48%
The Jordan Education Initiative, launched in 2003 under the umbrella of the World Economic Forum, is a public-private partnership, or multi-stakeholder partnership, that integrates information and communication technologies into the education process as a tool for teaching and learning in grades 1-12. This initiative fits within the ongoing reform of the education system in Jordan that began in the 1990s. The Jordan Education Initiative's main objective is to help Jordanian students develop critical knowledge economy skills crucial for competitiveness and economic growth. The Initiative also seeks to build the capacity of the local information technology industry for the development of innovative learning solutions, and to build a sustainable model of reform supported by the private sector that could be scaled nationally and replicated in other developing countries.

A reforma educacional paulista e a “nova” cultura docente; The educational reform in the state of São Paulo and the “new” teaching culture

Lourencetti, Gisela Do Carmo; Centro Universitário Moura Lacerda
Fonte: Universidade Federal de Santa Maria Publicador: Universidade Federal de Santa Maria
Tipo: info:eu-repo/semantics/article; "Avaliados por pares"; info:eu-repo/semantics/publishedVersion Formato: application/pdf
Publicado em 20/06/2013 POR
Relevância na Pesquisa
66.31%
http://dx.doi.org/10.5902/198464445698 O ideário neoliberal, as mudanças sociais e educacionais compõem o referencial desta pesquisa, que investigou indícios de alteração na cultura docente dos professores secundários, principalmente após a implantação da reforma educacional paulista. Foram realizadas entrevistas intensivas com dez experientes e comprometidos professores de Português, Matemática, História, Geografia e Ciências que atuam em escolas estaduais paulistas. A análise dos dados, que se baseou na abordagem qualitativa de pesquisa, aponta alteração na cultura docente dos professores. Considerando a formação recebida por esses docentes e comparando o papel que os professores desempenhavam no passado, parece que estamos diante de uma nova especificidade do trabalho. Os professores procuram conciliar, ao ensino dos conteúdos específicos, um papel afetivo e de socialização. Decorrente da ampliação do papel docente estamos diante de uma mudança na especificidade do trabalho docente, porque em muitos momentos os professores “abrem mão” do acadêmico para suprir aquilo que as famílias e a sociedade não ofereceram a seus jovens alunos. Nessa ampliação do papel docente, tradu­zida no desempenho de várias tarefas e no abandono do aspecto acadêmico como central...

Professor: protagonista e obstáculo da reforma; Teacher: protagonist and obstacle to the reform

Evangelista, Olinda; Shiroma, Eneida Oto
Fonte: Universidade de São Paulo. Faculdade de Educação Publicador: Universidade de São Paulo. Faculdade de Educação
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; ; ; ; ; Formato: application/pdf
Publicado em 01/12/2007 POR
Relevância na Pesquisa
56.45%
O artigo discute a formação docente no contexto da reforma do Estado no Brasil, articulada às recomendações dos organismos internacionais para a Educação no início do século XXI. Para tanto, utiliza-se do conceito de Agenda Globalmente Estruturada para a Educação (AGEE), proposto por Roger Dale. Esse conceito permite pensar sobre tais reformas, apreendendo-as na dinâmica estabelecida entre países centrais e países periféricos no interior da divisão internacional do trabalho. A análise incide sobre três grandes projetos para a Educação na América Latina e Caribe: o Proyecto Regional de Educación para América Latina y el Caribe - PREALC -, patrocinado pela UNESCO; o Plan de Cooperación, resultante das Cumbre Iberoamericana de Educación, patrocinadas pela OEI; e os Proyectos hemisféricos en educación, patrocinados pela OEA. Privilegia-se, neste artigo, o modo pelo qual essas organizações procuram construir o professor como protagonista e, ao mesmo tempo, como obstáculo à reforma educacional, desqualificando-o teórica e politicamente. Procura-se evidenciar que, no corpus documental dos organismos indicados, dois conceitos são fundamentais para a compreensão da reforma da formação: profissionalização e gerencialismo. A centralidade atribuída a ambos tem em vista ampliar o controle sobre a categoria do magistério e sua potencial capacidade de opor-se às reformas e ao Estado. Corrobora-se a tese de que a reforma educacional tem pouco a ver com questões propriamente educativas e muito mais com a busca de uma nova governabilidade da Educação pública.; The article discusses teacher education within the context of the reform in the Brazilian State...

Decentralization and partnership: an assessment of the education of youngsters and adults in the Brazilian educational reform; Descentralização, focalização e parceria: uma análise das tendências nas políticas públicas de educação de jovens e adultos

Di Pierro, Maria Clara
Fonte: Universidade de São Paulo. Faculdade de Educação Publicador: Universidade de São Paulo. Faculdade de Educação
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; ; ; ; ; Formato: application/pdf
Publicado em 01/07/2001 POR
Relevância na Pesquisa
56.36%
O artigo situa a Educação Básica de Jovens e Adultos no interior da reforma do ensino implementada no Brasil ao longo da década de 1990, analisando como as diretrizes de descentralização da gestão e do financiamento, a focalização dos programas e beneficiários, bem como a desregulamentação e privatização seletiva dos serviços se concretizam nesse campo educativo. Avalia que a reforma educacional foi condicionada pelas metas do ajuste fiscal, o que acabou por redefinir o papel do Estado no financiamento e oferta dos serviços de ensino, levando a um deslocamento da fronteira entre as responsabilidades públicas e privadas na promoção da educação de pessoas jovens e adultas. Destacam-se as tendências à proliferação de provedores e à multiplicação de programas de educação de jovens e adultos implementados em parceria entre agentes governamentais e não-governamentais. Essas práticas inspiram-se em diferentes significados atribuídos aos conceitos de parceria e de serviço público não-estatal, que comportam tanto uma visão econômico-instrumental quanto uma perspectiva de democratização da esfera pública. Considerando essas diferentes significações e estratégias de concretização, o artigo analisa como o conceito de parceria vem sendo operacionalizado em três iniciativas federais de educação de jovens e adultos - o Programa Alfabetização Solidária...

The Educational National Plan (Law 10.172), January 9, 2001; O Plano Nacional de Educação (Lei 10.172), de 9 de janeiro de 2001

Hermida, Jorge Fernando
Fonte: Universidade Federal do Paraná Publicador: Universidade Federal do Paraná
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; Formato: application/pdf
Publicado em 20/10/2006 POR
Relevância na Pesquisa
56.25%
This study searches to understand the motivations, interests play and the fight for National hegemony of the actual reforms in Brazil – such as Educational Reform – inspired by the transformations occurring world wide with deep implications for Education.One of this Public polices is the Educational National Plan (PNE), proposed by the Executive Power to the National Congress, approved in January of 2001. Until its final approval, the official proposal was debated in the parliament with the PNE (a alternative proposal of the Brazilian society), elaborated together with educational syndicates, with support of senators and opposition congressman.This study pretends to realize political analyses of the two proposals, through an exploratory study, to find the origins of the proposals, its basic axiological premises and the political subjects behind its implementation.; Este estudo procura compreender as motivações que alavancam os jogos de interesse e a luta pela hegemonia nacional nas atuais reformas em curso no Brasil – dentre elas a reforma educativa – inspiradas nas transformações que vêm ocorrendo em nível mundial e que têm profundas implicações para a educação. Dentre as principais políticas públicas, temos o “Plano Nacional de Educação (PNE) – Proposta do Poder Executivo para o Congresso Nacional”...

Aligning opportunities and interests: the politics of educational reform in the Indian states of Andhra Pradesh and Bihar

Priyam, Manisha
Fonte: London School of Economics and Political Science Thesis Publicador: London School of Economics and Political Science Thesis
Tipo: Thesis; NonPeerReviewed Formato: application/pdf
Publicado em /06/2012 EN
Relevância na Pesquisa
46.47%
This thesis investigates the role of politics in implementing educational reform in India during the period 1994 to 2011. Much of the recent research on politics and educational reform has been dominated by the analytical framework of formal political economy, but this framework has not been able to explain how reforms are successfully adopted. Also, the main focus has been on the negative role of politics, controlled by powerful interest groups and biased institutions, in constraining changes likely to benefit poor people. I focus instead on understanding the political dynamics in cases of success. In particular, why do political leaders and public officials support educational reform even though this does not suit their political calculations, and is likely to encounter resistance from teacher unions and educational bureaucracies? To understand these dynamics, I use the framework of comparative institutionalism, and examine the contested interaction of ideas, interests, and institutions, leading to success or failure. To analyse the process of reform implementation, I have selected two Indian states—Andhra Pradesh and Bihar. Both were educationally backward at the beginning of the 1990s and were confronted with a common agenda for reform established by the federal government. However...

TEACHERS' UNIONS, THE CAPITALIST STATE AND THE CONTRADICTIONS OF EDUCATIONAL REFORM

Torres, Carlos Alberto; Schugurensky, Daniel
Fonte: UFPB Publicador: UFPB
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; Formato: application/pdf
Publicado em 08/06/2013 POR
Relevância na Pesquisa
66.26%
This essay reports analytically some of the conclusions of a larger research project. It discusses the connections between teachers unions, their presence in civil societies, and their confrontation with State policies particularly under neoliberal regimes. It explores how teacher unions accumulate - through conflict and collaboration - political and social capital in the process of educational reform. Data from this paper resulted from five years of empirical research comparing case studies in the United States, Canada, Japan, Korea, Mexico and Argentina.