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Journal of Supranational Policies of Education. Número 04. 2016

Permanent URI for this collectionhttp://dspace7.ti.uam.es/handle/10486/671093

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    Zajda, J. (2015). Second International Handbook on Globalisation, Education and Policy Research. Springer. ISBN: 978-94-017-9493-0 (eBook)
    (Universidad Autónoma de Madrid. Grupo de Investigación sobre Políticas Educativas Supranacionales (GIPES), 2016-04) Gutierrez P., Luisa Fernanda
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    UNESCO (2015). Replantear la educación ¿Hacia un bien común mundial? París: UNESCO. 93 pp. ISBN- 978-92-3-300018.6
    (Universidad Autónoma de Madrid. Grupo de Investigación sobre Políticas Educativas Supranacionales (GIPES), 2016-04) Fernández-González, Noelia
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    Ripoll, R. (Director).(2015). La Unión Europea: organización y funcionamiento. Valencia: Tirant lo Blanch. ISBN-978-84-9086-443-2
    (Universidad Autónoma de Madrid. Grupo de Investigación sobre Políticas Educativas Supranacionales (GIPES), 2016-04) Matarranz García, María
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    Monarca, H. (Coord.). (2015). Evaluaciones externas. Mecanismos para la configuración de representaciones y prácticas en educación. Buenos Aires: Miño y Dávila; 192 pp. ISBN 978-84-15295-80-8
    (Universidad Autónoma de Madrid. Grupo de Investigación sobre Políticas Educativas Supranacionales (GIPES), 2016-04) Arboleya, Irene
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    Martínez Usarralde, M. J., Viana Orta, M. I., & Villarroel, C. B. (2015). La UNESCO. Educación en todos los sentidos. Valencia: Tirant Humanidades; 180 pp. ISBN 978-84-16349-49-4
    (Universidad Autónoma de Madrid. Grupo de Investigación sobre Políticas Educativas Supranacionales (GIPES), 2016-04) Donaire, Carolina
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    Creatividad y Educación en China. Algunas ideas sobre el debate actual
    (Universidad Autónoma de Madrid. Grupo de Investigación sobre Políticas Educativas Supranacionales (GIPES), 2016-04) Sanz Pérez, Gonzalo; Rosso Pantoja, Luis Miguel
    Throughout the first decade of the century, the Chinese government has shown its intention to encourage creativity among young people in several education reforms. However, is it possible to preserve the meritocratic model and encourage creativity? Another issue is what do Chinese people understand for creativity and what social changes are necessary to achieve it. Through this article we will analyze the opinions of several experts in learning and politics about the development of the teaching of creativity in China
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    La internacionalización de las problemáticas educativas y la homogeneización de las reformas educativas más allá de América Latina: El caso de Mozambique
    (Universidad Autónoma de Madrid. Grupo de Investigación sobre Políticas Educativas Supranacionales (GIPES), 2016-04) Aguadero Miguel, Ramón
    Mozambique inicia en 1992 un proceso de reformas educativas que suponen un cambio de paradigma desde las tesis socialistas al planteamiento educativo neoliberal. Esta opción ha permitido acceder a la ayuda de los donantes e iniciar el camino de reconstrucción post-bélica tras años de guerra civil. La política educativa ha adoptado desde entonces los planteamientos pedagógicos, organizativos y curriculares que emanan de los organismos de Naciones Unidas y del Banco Mundial. Los progresos en estas metas, sin embargo, no pueden ocultar la dificultad para conseguir una educación pertinente y equitativa que permita la promoción social de los colectivos más vulnerables. Este artículo argumenta la falacia de un modelo educativo que sirve más para legitimar y dar credibilidad a las autoridades ante la comunidad internacional que para promover el desarrollo social, y plantea que el cambio hacia políticas educativas inclusivas y participativas sólo será posible desde el fortalecimiento de la sociedad civil
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    OIs Pruebas internacionales, medios, redes y la educación en Argentina
    (Universidad Autónoma de Madrid. Grupo de Investigación sobre Políticas Educativas Supranacionales (GIPES), 2016-04) Caldo, Martín
    This work tries to reflect on international exams, especially the PISA test and the way it inserts itself into the big population groups due to the power that the mass media and the social networks have been gaining lately, allowing these latter to impose the topics for discussion. It is thought that these information transmission devices complement each other, installing powerful political ideas that strike on the public opinion . Because of this, it is very difficult to install public educational policies whose aims differ from those of the PISA exam. In this article, three approaches are introduced> First, a description of the situation in Argentina , based on the test results of the year 2012, secondly, the analysis of two political parties responses towards the data provided by the media ,and finally, a possible alternative to construct another way of thinking the education that combines the participation presencial with the virtual one that the networks provide
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    Organismos Internacionales y Educación universitaria: Indicios y tensiones. El caso argentino (1990-2000)
    (Universidad Autónoma de Madrid. Grupo de Investigación sobre Políticas Educativas Supranacionales (GIPES), 2016-04) Zelaya, Marisa
    This paper addresses the main positions and incidents of international financial and cooperative organizations, in relation to higher education in Latin America and particularly in the case of Argentina, during the last two decades. The first part, by way of introduction, sets the changing trends of the university sector in the international context. So that these trends are described under the neoliberalism. The second section, Major incidents of IOs in higher education during the 1990s, describes some of the adaptive answers of higher education systems to the requirements of a global agenda for these organizations induced by the accelerated increase social demand for higher education. And the third section, Tensions between heredity and recent guidance of IOs in higher education: Argentina over the last decade. At one point, you try to submit the dispute between visions garantistas and market in higher education, on the stage of postneoliberalismo, where there have been substantial changes in terms of politics. In this sense one aspect to highlight is the re-politicization of public policy both in the case of Argentina and in other countries in Latin America. In short, this work is descriptive to the extent not try to delve not give finished answers about the relationship of these organizations and higher education
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    La agenda educativa del Banco Mundial en Argentina y Brasil y la cuestión de los niveles subnacionales del Estado. Notas sobre un posible abordaje teórico-metodológico entre la educación comparada y el institucionalismo de la ciencia política
    (Universidad Autónoma de Madrid. Grupo de Investigación sobre Políticas Educativas Supranacionales (GIPES), 2016-04) Sironi, Mariano
    El presente trabajo tiene como objetivos describir las características de la descentralización educativa en Brasil y Argentina y la relación con el Banco Mundial y presentar la necesidad de llevar adelante estudios sobre la implementación de políticas educativas a nivel subnacional desde enfoques y categorías provenientes de la corriente teórica neo-institucionalista de la ciencia política para el campo de la Educación comparada. Para ello, presenta la relación del Banco Mundial en materia educativa con Brasil y Argentina en tanto países federales y dialoga con análisis de la Educación comparada y la Ciencia Política sobre los procesos de descentralización educativa. Finalmente el trabajo propone partir del supuesto de que las propuestas de descentralización educativa en ambos casos han sido anteriores a las recomendaciones del Banco Mundial y fueron promovidas por actores nacionales con intereses, recursos y capacidades que se ensamblarían con las propuestas de los años 90
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    Os relatórios do desenvolvimento humano encomendados pelas nações unidas e o papel do poder público local na solução dos problemas nas áreas de educação e saúde
    (Universidad Autónoma de Madrid. Grupo de Investigación sobre Políticas Educativas Supranacionales (GIPES), 2016-04) Rezende, María José de
    There are many themes and suggestions contained in the HDRs produced annually by the United Nations. Because of their complexities, intentions and political motivations many objects of study and sociological problems can be extracted from these reports, through documentary research. However, any analysis that attempted to address these materials in a general and extensive way would tend to fail in view of the multiplicity of struggles that their formulators condense in their hundreds of pages. Therefore, this article will map and analyze only the HDRs proposals from the first half of the 1990s, directed at the local government, aimed to combat absolute poverty, precarious urbanization and the lack and / or inadequacy of basic social services in education and health. It is observed that the documents try to emphasize, while considering the difficulties, the role of local agents in expanding the possibilities in advancing, in the twenty-first century, the human development
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    Regionalism and higher education in south América: A comparative analysis for understanding internationalization
    (Universidad Autónoma de Madrid. Grupo de Investigación sobre Políticas Educativas Supranacionales (GIPES), 2016-06) Perrotta, Daniela Vanesa
    Current region-building projects are crafting higher education governance around the world. In fact, almost every regional scheme has launched programs and policies to promote the coordination, cooperation and/or integration of higher education systems and institutions. This paper focuses in the South American region and develops a comparative analysis of regional schemes, focusing on four cases: the Common Market of the South (Mercosur), the Bolivarian Alliance for the People of Our America – People’s Trade Agreement (Alba-TCP), the Union of South American Nations (UNASUR) and the Pacific Alliance (AP). These regional projects –regardless its ideological orientation– are delivering policies to promote university cooperation, coordination and/or integration. We argue that at least three trends of internationalization of the university are being diffused and consolidated through regionalism: first, a status-quo internationalization (hegemonic); second, a revisionist internationalization; third, a counter-hegemonic internationalization. The Pacific Alliance reveals the first type; Mercosur is the revisionist case; and ALBA-TCP represents an attempt of a counter-hegemonic process. UNASUR is an “in-between” case, as the Atlantic versus Pacific divide has not yet been resumed. We unfold the argument by pursuing a comparative approach
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    Globalización neoliberal y políticas educativas en Latinoamérica
    (Universidad Autónoma de Madrid. Grupo de Investigación sobre Políticas Educativas Supranacionales (GIPES), 2016-04) Tello, César
    In this article is characterized from perspective general education policy development of the Neoliberal State Governments (GEN) and the State Governments postneoliberal (GEP) in the decades of 1990-2000s in Latin American. Taking these categories as overlapping and dynamic in both decades. For that it analyzed the forms linkages with international credit agencies (BW; BID), in particular through the policy borrowing and policy learning, the Approach Policies Based on Evidence and the role of symbolic analysts. Are analyzed for periods of neoliberalism and postneoliberalism, and it is argued that in the aforementioned decades are produced continuities and transformations. We conclude that neoliberal policies have not yet been able to dismantle the structure of the State
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    La educación y los Organismos Internacionales de crédito. Préstamos y recomendaciones para América Latina (2000-2015)
    (Universidad Autónoma de Madrid. Grupo de Investigación sobre Políticas Educativas Supranacionales (GIPES), 2016-04) Oreja Cerruti, María Betania; Vior, Susana E.
    The paper tackles the main subjects and the strategies which underlie the projects funded by the World Bank and the Interamerican Development Bank in Argentina, Brasil, Chile and Mexico, since year 2000 up today. From a historical perspective, their role in the educational reforms in Latin America in the nineties and the new guidings taken in recent times, are analized. Studying the projects one may assert that, in spite of the specific fundings in each country, by each entity, there are some persistance lines which are shown as the technical solution to be replayed afront old and new problems of the educational systems. The actions of both banks in the educational world are strongly guided by the interest in education from the perspective of Theory of Human Capital, the search for improving the productivity and “employability” of workers and the support of social order
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    Introducción al número 4: El papel de los organismos internacionales en las reformas educativas de América Latina
    (Universidad Autónoma de Madrid. Grupo de Investigación sobre Políticas Educativas Supranacionales (GIPES), 2016-04) Ruiz, Guillermo