ABSTRACT
The first, and arguably the most powerful, was the creation of competition mechanisms by student enrolment, allowing families to choose the school for the children. The definition of national standards, the rapid development of forms of external evaluations of school learning, and the movement toward school evaluation led to a decrease in teacher autonomy in their use of innovative teaching methods that did not comply with the traditional school grammar of “teaching many as if they were only one.” In the field of education, two new buzz phrases are added: “better skills” and “better jobs.” And, in education, that reversal of priorities constitutes a capital sin. The OECD’s proposals are questionable also from a humanistic and critical perspective of cosmopolitism, which assumes the universality of the human condition and the equal dignity of human beings.
