Education In Latin America Research Articles

¿Es posible la interculturalidad en contextos multiculturales o solo es un concepto de moda? ¿Cómo se vive desde la educación superior?

El tema de la Interculturalidad ha significado un desafío para la educación superior en América Latina, sobre todo en contextos pluriculturales. Este ensayo pretende hacer un acercamiento a algunos elementos esenciales que causan conflictos entre los pueblos al momento de implementar políticas interculturales y que son esenciales para la realización de esta. Se realizó una revisión de documentos existentes, al igual que experiencias vivenciales. Los resultados están limitados a evidenciar que en realidad la construcción de relaciones de confianza y respeto son complicados, cuando los intereses personales son los que priman y cómo se termina obstaculizando el desarrollo de los pueblos y la vida en armonía, considerando las jerarquías que existen entre los diferentes pueblos y de que vitales son los espacios de diálogos y respeto mutuo, para encontrar un punto medio que beneficie a todos y la pregunta clave fue: ¿el concepto de interculturalidad es un término de moda o simplemente no se logra entender?.

De la Educación Superior Convencional a la Educación Superior Intercultural

En las últimas décadas al referirse de educación superior para los pueblos indígenas y afrodescendientes suele reducirse el pensamiento al acceso al sistema educativo terciario, es decir: inclusión o cuotas en sinónimo de representatividad, en concordancia a este planteamiento se puede afirmar que, las primeras intenciones de brindar una educación superior a estas poblaciones históricamente marginadas fueron desarrolladas mediante acciones incluyentes dentro de instituciones de educación superior que se denominan convencionales; sin embargo, con el paso del tiempo las demandas de las poblaciones indígenas principalmente son ejercidas con mayor rigor en materia de poder contar con un sistema educativo propio, que responda a los estándares de calidad y pertinencia establecidos por los mismos pueblos y comunidades, ahí el surgimiento y paso de una educación superior convencional a una educación superior intercultural. Este ensayo presenta una revisión bibliográfica sobre el tema Educación Superior en América latina y se centra en la experiencia de Nicaragua. Se aborda principalmente el tema de la interculturalidad en la educación terciaria, y particularmente algunas direcciones que deben o están tomando las universidades o instituciones de carácter comunitario intercultural. Los planteamientos tienen la finalidad de establecer claramente la incidencia que han tenido las universidades comunitarias interculturales, al poner en tema de agenda la cuestión de la interculturalidad, y más aún que se adopten posturas para que la interculturalización de la educación superior sea un tema de discusión, de reflexión y de replanteamientos concretos para actuar en los sistemas educativos.

Cohort Fertility Trends and Religion Affiliation in Latin America: a Glimpse Through Time

We analyze cohort fertility by religion and education in Latin America from periods previous to the general decline in period fertility in 1950s. We reconstruct cohort fertility and parity progression ratios of women born in 1930–1970 in a number of countries in the region, Brazil, Chile, Mexico, Paraguay and Peru. Our main aim is to understand the past developments of cohort fertility in the course of fertility transition in Latin America and to assess the role of religious affiliation, as well as to understand these developments controlling for a number of socioeconomic characteristics. We also seek to grasp if religion becomes more or less important with rising school levels and human capital over time.

El objetivo de la educación desde el texto “La pedagógica latinoamericana”

Fecha de recepción: 15 de junio de 2019Fecha de revisión: 26 de agosto de 2019Fecha de aprobación: 08 de octubre de 2019
 Este texto tiene como objetivo, analizar la teleología de la educación en el contexto social latinoamericano; para ello, toma como base la obra del filósofo Enrique Dussel, titulada “La pedagógica latinoamericana”, apoyada con lecturas y relecturas de los planteamientos del educador Paulo Freire. El análisis es guiado a través de un paradigma cualitativo y un enfoque hermenéutico, con su especificidad de hermenéutica latinoamericana. En este sentido, se logró evidenciar que el cometido de la educación en Latinoamérica tiene una doble connotación: por un lado, brindar herramientas de liberación de los pueblos oprimidos históricamente, en especial, por culturas hegemónicas como la eurocéntrica, y por el otro, enseñar a convivir en la diferencia, aceptando y respetando al otro. Palabras clave: Educación, pedagógica latinoamericana, liberación, otredad.
 The objective of education from the text “Latin American pedagogy”
 This text aims to analyze the teleology of education in the Latin American social context, based on the work of the philosopher Enrique Dussel, entitled “The Latin American pedagogical”, supported in turn with readings of the approaches of educator Paulo Freire. The analysis is guided through a qualitative paradigm and a hermeneutical approach, with its specificity of Latin American hermeneutics, thus being able to show that the role of education in Latin America has a double connotation: on the one hand, to provide tools for the liberation of the oppressed peoples historically, especially, for hegemonic cultures such as the Eurocentric, and on the other, to teach to live in the difference, accepting and respecting the other.
 Key words: Education, Latin American pedagogical, liberation, otherness.
 O objetivo da educação a partir do texto “pedagogia latino-americana”
 Este texto tem como objetivo, analisar a teleologia da educação no contexto social latino-americano, com base no trabalho do filósofo Enrique Dussel, intitulado “O pedagógico latino-americano”, apoiado, por sua vez, com leituras das abordagens do educador Paulo Freire. A análise é guiada por um paradigma qualitativo e uma abordagem hermenêutica, com sua especificidade na hermenêutica latino-americana, podendo mostrar que o papel da educação na América Latina tem uma dupla conotação: por um lado, fornecer ferramentas para a libertação dos povos oprimidos historicamente, especialmente, para culturas hegemônicas como o eurocêntrico e, por outro, ensinar a viver na diferença, aceitando e respeitando o outro.
 Palavras-chave: Educação, pedagógico latino-americano, libertação, alteridade.
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Analysis of the impact of Fies on the stock returns from the higher education sector

ABSTRACT This article aims to analyze if the issuance of Series E Treasury Bonds (CFT-Es) generates abnormal returns in a higher education stock portfolio and verify if the Brazilian higher education market is efficient in its semi-strong form. The main purpose of CFT-Es is to transfer funds to institutions with the aim of providing finance to students enrolled in private universities. These issuances have effects on the capital market, considering that after the program began, the first initial public offering (IPO) of a Brazilian university occurred. Moreover, according to the National Institute for Educational Studies and Research Anísio Teixeira/Ministry of Education and Culture (Inep/MEC), Brazil has the largest market for higher education in Latin America. Several studies have been conducted to analyze the relationship between monetary policy and financial markets, but this has not occurred within the scope of fiscal policy. Such research is appropriate, considering the discussion on the need to contain government spending, but at the same time stimulate the Brazilian economy. The main contribution of the study is it indicates that the higher education market has tended towards the efficiency hypothesis, considering that in the first analysis, H0 was not rejected for 82% of the windows of events, and in the second analysis, H0 was not rejected for any of the windows of events, with there being no evidence of abnormal gains due to funds being released for the Student Finance Fund (Fies). The event study methodology was used to test the hypotheses of abnormal returns obtained due to CFT-Es being issued through the release of ordinances. A portfolio composed of higher education stocks was elaborated, weighted by the quarterly amount receivable from Fies for each institution, and covering 2009 to 2017. The results show that the stocks of institutions benefiting from Fies tend to react efficiently to CFT-E issuances authorized by the National Treasury.

Media education in Latin America (2019)

Media education in Latin America (2019)

Argentina y Perú: respuesta educativa a la revolución 4.0.”

Revolution 4.0 is causing a substantial transformation on the forms of work. In order to face the new demands of the professional world, avoid massive unemployment and reduce social inequalities, it is necessary for the States to design and implement strategic responses. Digital education is an essential tool to prepare society for the jobs of future. 228 The current working paper presents the digital literacy public policies adopted by the governments of Argentina and Peru during the period between 2016 and 2019 to develop the competences and skills required nowadays in the compulsory education levels. A qualitative methodology based on a bibliographic research and interviews with public officials responsible of these initiatives in both countries as well as experts on digital inclusion was applied. This endeavor is part of a larger research project which aims to present a comparative map of digital education in Latin America. The comparative analysis of the plan “Learning Connected” (Argentina) and “The Education we want for Peru” (Peru), regarding the Latin American region, concluded that there had been fundamental advances in their educational systems, according to demands of the 21st century. However, in comparison with other more developed regions, this one seems to be lagging behind. This report favors the approach between the academic and political spheres; it critically describes the current scenario and points out the way to travel.

Tendências e desafios da pesquisa em educação comparada: entrevista com Jürgen Schriewer

A entrevista com Jürgen Schriewer, professor emérito da Humboldt Universität (Berlim) foi realizada no contexto de suas atividades como pesquisador visitante na Universidade do Vale do Rio dos Sinos-Unisinos, no mês de março de 2018, com o tema: “Estudos internacionais e comparados em educação: Fundamentos, concepções e metodologias”. Na entrevista ele relata aspectos de sua biografia acadêmica e sua formação como pesquisador em educação comparada. Compartilha o desenvolvimento de sua visão de estudos histórico-comparados, relacionando-os com as atuais tendências das pesquisas na área dos estudos comparados. Por fim, reflete sobre alguns desafios para o desenvolvimento da educação comparada na América Latina.

Internacionalización del currículo universitario virtual en el contexto de la globalización

Year after year the number of students in higher education increases worldwide, and particularly in the virtual mode. In the face of this reality, a series of phenomena combine that have driven university institutions to reinvent themselves. The objective of this work is to analyze the influence of globalization and internationalization on the curriculum of university education, with particular emphasis on Latin American virtual education. The methodology used is the review of both literature specialized in the subject and official documents of the agencies involved. The results reveal that: 1) multilateral agencies have been made efforts to establish two-way academic partnership and cooperation agreements, on the one hand, to promote the mobility of students and teachers, as well as the realization of joint projects; on the other hand, to promote the processes of quality control and internationalization of the curriculum. 2) Regarding virtual education in the region, the need to ensure and demonstrate the quality of its programs has been set, with the Latin American and Caribbean Institute of Quality in Distance Higher Education (CALED) being one of the main references regarding guidelines and instruments for evaluation and advice to universities on quality assessment and accreditation processes. It is concluded that the internationalization of the curriculum in virtual university education in Latin America faces the challenge of taking the step towards comprehensive internationalization, that is, the one that comprehensively impacts the curriculum from a conceptual and cultural structure including interdisciplinary studies and multiculturalism.

(Re)centering Indigenous Perspectives in Music Education in Latin America

(Re)centering Indigenous Perspectives in Music Education in Latin America

La Paradiplomacia Universitaria: La internacionalización de la educación superior en América Latina

El presente artículo es producto de una revisión bibliográfica, cuyo objetivo consiste enanalizar el impacto que las universidades tienen como agentes de Paradiplomacia en la esfera internacional a través de sus procesos y estrategias de internacionalización para lo cual se tomó el caso de algunas Universidades de tres países latinoamericanos, Chile, Argentina y Brasil. Se aplicó el método de análisis, con un enfoque cualitativo, diseño no experimental, bajo un nivel documental-bibliográfico transversal. Tras la revisión documental se realiza un breve análisis en el cual se encontraron diferentes estrategias de internacionalización, así como los procesos históricos que llevaron a las Universidades a expandirse. Se concluye que la internacionalización de la educación superior en América Latina sigue enfrentando retos, sin embargo, las estrategias implementadas por estos países han lanzado a sus Universidades al mercado internacional. Palabras clave: Internacionalización de la educación, Latinoamérica, movilidad estudiantil, paradiplomacia.

Usos de la educación comparada en América Latina

El artículo presenta las relaciones entre los discursos y prácticas vinculadas al desarrollo de la educación comparada en América Latina. A través del análisis de tres tendencias, se aborda el modo en que esta disciplina se introdujo y las formas de desarrollo. Se establecen conexiones históricas entre los debates y prácticas más recientes. Se pone énfasis en características particulares de la región a partir de la noción de usos de la comparación: cómo se introdujo, quién la utiliza, con qué finalidad, cuáles son los posibles efectos de los diversos usos de la comparación para los sistemas educativos en América Latina en relación con la expansión de la escolarización.

Salamanca 1994-2019: there is still a long way to Latin America

ABSTRACTThis article analyses the progresses and challenges in education in Latin America since the Salamanca World Conference on Special Needs Education. The main advances have been in the access to education of a greater number of students derived from a higher public expenditure. The challenges that still exist can be summed up through insufficient educational quality, especially with regard to the situation of teachers and the infrastructure of schools. It’s difficult to collect appropriate, rigorous and accurate data for special needs education. The article concludes by pointing out the importance of rebuilding three bridges to move faster in the inclusive process: first, a political bridge to agree on the improvement of the educational budget during the next decade; a social and cultural bridge that supports attitudes of citizens in favour of diversity and inclusion; and finally, an educational bridge with two fundamental pillars: education of infant and young children and training and professional development for teachers.

O espaço europeu de educação superior (EEES) para além da Europa

Discutir o Espaço Europeu de Educação Superior (EEES) e o Processo de Bolonha é muito importante para compreendermos a dinâmica de como este processo influencia mudanças e reformas na Educação Superior nas demais regiões do mundo. Para o caso específico de como a influencia desse processo se desenvolve no ensino superior da América Latina, realidade a qual estamos inseridos, se torna ainda mais importante conhecer a visão de pesquisadores de diferentes países latino-americanos sobre as repercussões deste processo. É neste sentido que foi elaborada a obra “O espaço europeu de educação superior (EEES) para além da Europa: apontamentos e discussões sobre o chamado processo de Bolonha e suas influências”, publicada pela Editora CRV (Brasil) em coedição com a Editora CLACSO (Argentina), em agosto de 2015. Organizado pela Professora Dra. Maria de Lourdes Pinto de Almeida juntamente com os Professores Altair Alberto Fávero e Afrânio Mendes Catani o livro tem o objetivo de, segundo os próprios organizadores, por meio de 9 capítulos, apresentar diferentes pontos de vista sobre os impactos do Processo de Bolonha na educação Superior da América Latina. Para tanto os capítulos tecem discussões sobre o papel da educação superior latino-americana frente à conformação do EEES decorrente do Processo de Bolonha.

Discusiones actuales, oportunidades y horizontes en los estudios sobre literacidades en América Latina

To open this issue, we as guest editors aim to reflect on some fundamentals supporting literacy studies, and how these could be relevant to education in Latin America. New Literacy Studies (also called New Written-Culture Stud ies) account for a shift in how we understand literacy practices approach and acquisition in given cultural contexts, versus mainstream cognitive models, in a rather experimental and individualistic approach. To accomplish this aim, we will explain how our interest on this topic aroused, and which role language, and reading and writing practices play in literacy studies, to end up suggesting lines of action open and relevant to education in Latin America

Sobre la función social del conocimiento humano mediante la vinculación y trasferencia del conocimiento en América Latina

A partir del análisis histórico de la vinculación y la transferencia del conocimiento en las Universidades de América Latina, este documento presenta una alternativa de vinculación basada en la Responsabildiad Social Universitaria. Para ello se presenta una serie de estrategias y propuestas que desde esta optica favorecen la función social del conocimiento producido en las Universidades públicas como agentes de cambio en la búsqueda del desarrollo equitativo en contextos locales.

A Critical Sociocultural Perspective to Academic Literacies in Latin America

In this editorial, the author reflects on the state of research on academic literacies in Latin American higher education. To this end, the author presents a description of the context of higher education in Latin America, and the analysis of literature on academic literacies in the region through the lenses of three models: the study skills model, the academic socialization model, and the critical sociocultural model. From this analysis, the author argues that a critical sociocultural perspective is emerging in Latin America, which considers academic literacies as social practices embedded in systems of power. This turn into a critical sociocultural perspective is important and timely because it challenges deficit views of students, and it includes issues of power, identity, representation, and authority. The author invites Latin American scholars to consider the implications of a critical sociocultural perspective to academic literacies and the possibilities it offers to understand how youth interact with literacy in a region where education most of the times reinforces deep inequalities.

Epistemologías locales y universalidad: un diálogo posible y necesario

La educación intercultural en América Latina solicita una reflexión epistemológica sobre la relación entre el conocimiento lógico-científico y los saberes tradicionales de las poblaciones indígenas. Las propuestas actuales reflejan diferentes modelos de interacción, que subyacen a distintas perspectivas ideológicas. Por un lado, los tentativos de inclusión, de traducción y de hibridación de los saberes tradicionales “bajo la égida” del paradigma lógico-científico; por el otro, la perspectiva intercultural crítica, que exige problematizar el concepto de diálogo y de las categorías epistémicas que lo condicionan.En el marco de esta perspectiva, se propone una reflexión que gira alrededor de tres elementos: los límites del sistema de conocimiento occidental; lo sagrado como experiencia integradora de la realidad y constitutiva de los saberes tradicionales; y el valor gnoseológico y formativo que éstos guardan en una perspectiva universal.El objetivo es identificar claves interpretativas útiles para reflexionar sobre el diálogo intercultural e inter-epistemológico entre sistemas de conocimientos.

Mejora escolar, liderazgo y reforma sistémica: una retrospectiva (School improvement, leadership and systemic reform: a retrospective)

Mejora escolar, liderazgo y reforma sistémica: una retrospectiva (School improvement, leadership and systemic reform: a retrospective)

Household Education Spending in Latin America and the Caribbean: Evidence from Income and Expenditure Surveys

This paper characterizes household spending in education using microdata from income and expenditure surveys for twelve Latin American and Caribbean countries and the United States. Bahamas, Chile, and Mexico have the highest household spending in education and Bolivia, Brazil, and Paraguay have the lowest. Tertiary education is the most important form of spending, and most educational spending is performed for 18- to 23-year-old individuals. More educated and wealthier household heads spend more in the education of household members. Households with both parents present and those with a female main income provider spend more than their counterparts. Urban households also spend more than rural households. On average, education in Latin America and the Caribbean is a luxury good, whereas it may be a necessity in the United States. No gender bias is found in primary education, but at secondary school age and up households invest more in females than in males.