Nordic Journal of Comparative and International Education (Sep 2020)

National curriculum policy in Norway and Brazil

  • Ana Lucia Lennert da Silva,
  • Karen Parish

Journal volume & issue
Vol. 4, no. 2


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This paper addressed in what ways national curriculum policy in Norway and Brazil adopted the global accountability logic of which OECD and other international organizations are proponents. It borrowed from an institutional logics perspective to explain the complexity found within the accountability logic across these two nation-states. The method used was thematic analysis of the national curriculum policy. The findings revealed that national curriculum policy is informed by the international context, but translated within national contexts. Norway elaborated the accountability logic to encompass multiple aspects of this logic that reinforced each other to create a cohesive policy. In Brazil, tensions between different social groups resulted in a curriculum policy with contradictory aspects of the accountability logic. The translations of the global accountability logic reflected the context-specific features of each country and illustrated both homogeneity and heterogeneity that still exists in different educational contexts.