DA HEGEMONIA COLONIAL À HEGEMONIA GLOBAL

This article analyzes the influence of international organizations on teacher training policies in Mozambique and Brazil, highlighting the transition from colonial hegemony to global hegemony in education. Based on a historical-critical perspective, grounded in authors such as Antunes (2009), Giareta (2021), Gramsci (1968; 1982), and Neves (2005), it discusses how organizations such as the World Bank, UNESCO, and OECD act as private apparatuses of hegemony, promoting policies aligned with neoliberal logic, curriculum standardization, and result measurement. The study is organized into three main axes: historical continuities and reconfigurations of power in education; mediations of international organizations in teacher training; and a comparative analysis between Mozambique and Brazil, emphasizing the tension between global dependence and the pursuit of emancipatory education. The results reveal that, although the discourses of “quality” and “modernization” are recurrent, international policies often reinforce epistemological and pedagogical subordination, restricting teacher autonomy and the critical role of public schools. It is concluded that it is essential to recover decolonizing teacher training practices that strengthen pedagogical autonomy and promote social and cultural emancipation.