GLOBALIZATION, REFORMS, AND EDUCATIONAL POLICIES IN LATIN AMERICA

GLOBALIZATION, REFORMS, AND EDUCATIONAL POLICIES IN LATIN AMERICA

This goal of this dissertation is to expose the impact that educational reforms have had from an administrative and academic perspective, thus permeating the idea of education quality at the different educational levels. The analysis begins by providing a general description, and then, it delves into examples from several Latin American countries. In doing so, a convenient path is paved in which all possible routes regarding public policies in education and politics could be discussed in the study.

Within research lies the direction and relationship that globalization has had on educational reforms in Latin America, commencing with a state-of-the-art vision and backed up by documentary evidence. Latin America’s educational reforms are directly and proportionally related to the regional and national history of each country. We therefore seek to derive an interpretation based on political and economic influences since education is not independent, and its reforms are not innate from its dynamics. In general terms, educational reforms are considered nonautonomous in their essence, as they rarely originate from educators and pedagogues. On the contrary, they are proposed by politicians, economists, and professionals from other areas distant to pedagogy. They are left at the mercy of economic resources, with little to no interest in the progress and forefront of education, in accordance with educators and those in the process of formation.

The aim is to provide advancements in the hermeneutic logic of educational policies and their subsequent reforms. This is due to the interests of several who have included reforms and policies in their governmental plans. Their objective to offer unwarranted coverage at any price is a nefarious issue that places the actors of education at a disadvantage within a cost-benefit relationship. In search of coverage and tuition fees, quality and relevance of education in the general and particular framework is almost always neglected.

DOI: http://dx.doi.org/10.21017/Rev.Repub.2023.v35.a156