Abstract:

Current education requires some modifications that allow the evolution of research and reflection in the framework that the new information and communication technologies propose. The society of the 21st century, directly linked to ICT, presents constant changes that force the human being to evolve in order to meet the new demands.

Based upon above, we can define some constitutive features of the current moment:
a) Globalization, as the tendency to homogenization that nevertheless fails to permeate all places and individuals, but rather is fragmented in its goal and allows the dissolution of the welfare state;
b) Multiculturalism, which is generated from the possibility of overcoming the local information, thereby the nation loses meaning and bows before the tribal and cultural, with the risk of advancing to fundamentalism;
c) Technological revolution, where ICT has allowed the global village of Mc Luhan to be real, space and time are no longer the same; besides, as information arrives, so does misinformation;
d) Value uncertainty, with values that have blurred and, with them, morality (Tejada, 2000).

From this perspective, the paths to be chosen by nations refer to three types of society possible in the city of knowledge: the digital society, which gives greater importance to virtual elements, such as remote connections and the availability of means to democratize knowledge; the intelligent society, which is real and virtual, proposing a collective walk that allows innovation; and the learning society, which sees the acquisition of knowledge as a continuous process that encompasses all aspects and agents of the city.

This research advances about an analysis of the teacher training policies implemented in Latin America in the last 30 years, with the aim of improving the results in international tests at the educational levels of elementary, middle and high school, with the incorporation of policies that consider factors associated with the knowledge society. It uses for the comparison a benchmarking that evaluates the services and processes included by governments in the line of teacher training, in order to verify if such tasks are reflected in the results of international external tests.

It is presented an approach to the intention and the implementation processes that the different educational reforms have carried out, evaluating the role of the teacher in the same ones and their location in the scaffolding of 21st century society. In the same way, the role that currently has the measurement made of students' learning through external evaluations is analyzed.

Keywords:

Educational policies, Latin America, education, teaching.