Ibero-American States Research Articles

Universidad Iberoamérica 2030: The OEI's commitment to higher education

Universidad Iberoamérica 2030 is an initiative of the Organization of Ibero-American States for Education, Science and Culture (OEI) that aims to transform and strengthen higher education in the region. The OEI's commitment is focused on promoting quality, inclusive, relevant higher education that is oriented towards sustainable development. The vision of Universidad Iberoamérica 2030 covers various aspects, such as academic quality, equity and inclusion, internationalization, innovation and the strengthening of teacher training. It also focuses on the incorporation of digital technologies, the promotion of research and the encouragement of the entrepreneurial spirit. The OEI recognizes that higher education plays a crucial role in the human, social and economic development of the region, which is why it seeks to promote significant changes in higher education institutions. It is intended to generate a meeting and collaboration space that trains committed citizens, competent professionals and agents of change in their communities. Universidad Iberoamérica 2030 is conceived as a collaborative project between Ibero-American countries, in which the exchange of experiences and cooperation is promoted. It seeks to take advantage of the opportunities offered by new technologies and innovative pedagogical approaches to improve the quality of education and expand access to it. It is concluded that the Universidad Iberoamérica 2030 represents an ambitious and transformative vision of the OEI to strengthen higher education in Ibero-America. Through this commitment, it seeks to promote an inclusive, relevant and quality education that prepares students to face the challenges of the 21st century and contribute to the sustainable development of the region.

The Representation of Gender Stereotypes in Spanish Mathematics Textbooks for Elementary Education

The latest report of the Organization of Ibero-American States for Education, Science, and Culture (OEI) points out that only 13% of the Science, Technology, Engineering, and Mathematics (STEM) students in Spain are women. Numerous studies have claimed that gender stereotypes are the leading cause of women’s underrepresentation in STEM. Textbooks constitute a powerful instrument in the configuration of a socio-occupational culture that could be biased if they contain sexism. This investigation examines, through Critical Discourse Analysis (CDA), the unequal representation of women and men in elementary mathematics textbooks currently used in Spain. The results indicate that even though textbooks present an equal frequency of female and male characters, there is an absence of women as real role models in STEM. Characters also reinforce traditional gender stereotypes in the embodiment of social roles. Problem-solving contexts show women using math in a limited variety of daily-life activities, while overall they are represented as insecure and unable to resolve certain mathematical issues. Our study points out that this gender gap in mathematics textbooks can affect girls’ self-esteem and discourage their interest in pursuing scientific-technological careers. Consequently, our study urges teachers to adopt an egalitarian perspective in selecting and using didactic materials.

Russia and Ibero-America: in search of new paradigms of international cultural cooperation

The article is devoted to the problem of international cultural cooperation in the modern era, when the process of intercultural contacts has intensified and, along with traditional forms of interaction, it has become necessary to search for new paradigms. The problem is considered on the example of cultural ties between Russia and Ibero-American countries in the context of growing cultural diversity. The article analyzes the phenomenon of dialogue as the main mechanism of intercultural communication that arose at the early stages of human history, as well as the conditions necessary for its successful implementation. A brief description of the Russian cultural policy is given. Special attention is paid to new models of interaction, among which the main place belongs to the «cross years of culture». The important role of cooperation in the context of virtual space, contributing to the expansion and deepening of cultural ties between Russia and the Ibero-American states, is emphasized.

The interoceanic nation in a world at war: Panama and the 1916 exhibition, a conflicted celebration

ABSTRACT After winning its independence in 1903, the Republic of Panama launched a propaganda campaign to create national consciousness and, diplomatically, dispel its image among Ibero-American states as a country “made in Washington”. The 1916 National Exhibition was mounted to serve this dual purpose, and initially scheduled to celebrate both the 400th anniversary of the discovery of the Pacific Ocean by Núñez de Balboa (1913), and the opening of the Panama Canal (1914). The authorities met great difficulties in organizing the event, which had to be postponed until 1916, when a world war was underway, and after the Panama-Pacific Exposition already held in San Francisco. This limited its success and drastically reduced international participation, which further emphasized Panama’s isolation. Nevertheless, it marked an essential step in Panama’s self-affirmation as a new nation. Based on unpublished archival sources and the contemporary press, this paper examines the contradictions of this commemoration. On the one hand, the 1916 celebrations sought to highlight the triumphs of modern technology and worldwide exchanges, but in an international context of global war, exacerbated nationalism and imperialist expansion; on the other, the event was used as an affirmation of nationalism and Hispanic identity, when in reality the country’s subordinate relationship with the US was becoming ever more consolidated.

El self study como catalizador en los procesos formativos de futuros profesores. Aprendizajes a partir del análisis de los artículos publicados en el monográfico de la Revista Iberoamericana de Educación - REDFFORMA


 
 
 
 
 La Organización de Estados Iberoamericanos (OEI CHILE) a través de su programa de Desarrollo Profesional de profesores, ha apoyado una red de Formadores de Profesores, Redfforma, que reune a académicos de universidades enfocada en el desarrollo profeisonal de Formadores a través del desarrollo de Self Studies.
 Desde 2016 se han completado tres pe´ríodos de investigación en Self Study, identificando los aspectos que los preocupan en relación con sus prácticas formativas, compartiendo sus halazgos con amigos críticos, tanto nacionales como internacionales. Este contexto hasido el lugar para el análisis y discusión de sus supuestos sobre la enseñanza, el rol de la enseñanza y la responsabilidad del modelaje del formador; así como la oportunidad de analizar su visión respecto de la pedagogía, expectativas y creencias de sus estudiantes sobre los objetivos en los procesos formativos.
 Este artículo da cuenta del análisis descriptivos de 5 experiencias en este número. 
 Las reflexiones que surgen de este trabajo tienen un doble propósito, por un lado, proporcionar una visión comparativa de la evidencia obtenida a través de la experiencia desarrollada por los equipos de investigación; y por otro, explicitar desafíos implicados en la instalación de nuevas practicas formativas para los futuros profesores.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

ТРАНСАРКТИЧЕСКИЕ ПЕРСПЕКТИВЫ ИБЕРО-АМЕРИКИ

Through the concept of transnational space and “case-study” method, the prospects for the involvement of Ibero-America in the virtual Trans-Arctic, which is turning into a geoeconomic and geopolitical "bond" of two neighboring spaces – Trans-Atlantic and Trans-Pacific – are considered. The strengthening of Iberoamerican states’ presence in the Trans-Arctic will be a factor in increasing their ratings in the global hierarchy, will provide them with new geopolitical advantages for global competition, will strengthen comprehensive security (economic, environmental, energy, transport and logistics, food, water). In the context of the Arctic interests of Ibero-America, special attention is paid to options for possible "win-win" cooperation in the Arctic zone of the Russian Federation, including taking into account the potential of BRICS and its "outreach" and "BRICS +" platforms. Highlighted fundamental legal differences between Trans-Arctic and Antarctic. The Arctic prospects of Brazil as a channel for the realization of the circumpolar interests of the Iberoamerican states are emphasized

A formação da normalista para atuar com crianças no México: experiências de mobilidade acadêmica

Este artigo é um relato da formação normalista de professores nos Estados Unidos Mexicanos a partir da experiência de mobilidade acadêmica vivida no ano de 2018, no âmbito do Projeto Paulo Freire de Mobilidade Acadêmica para Estudantes de Programas Universitários de Formação de Professores, coordenado pela Organização dos Estados Ibero-americanos (OEI). A formação normalista vivenciada teve por base os estudos em uma Escola Normal mexicana e os estágios com crianças na escola de educação básica. O trabalho revela o contexto vivido, reflete acerca das influências pedagógicas na formação da criança mexicana, possibilitando aprofundar conhecimentos sobre docência e formação de professores.

EL SISTEMA EDUCATIVO PARAGUAYO ANTE LOS DESAFÍOS SOCIALES DEL SIGLO XXI: UNA EVOLUCIÓN HISTÓRICA HACIA EL PROGRAMA METAS EDUCATIVAS 2021

In 2011, the Organization of Ibero-American States for Education and Culture assumed the responsibility of coordinating actions and monitoring a very ambitious educational program called Educational Goals 2021: the education we want for the bicentennial generation. This article pretends to know the historical evolution of the Paraguayan educational system towards this program and analyze the progress and achievements of Paraguay, one of the signatory countries of this project. For this analysis we use national and international reports that allow us to know in detail and reliability the results of the application and development of the eleven goals of the educational program in the Paraguayan educational context. However, by extension of this article we focus on three of these eleven goals achieving very relevant results regarding the achievements and absences of the objectives of the goals analyzed. The data reflect a considerable advance in educational policies from 2011 to the present, although there are still notable shortcomings in aspects related, mainly, to the training, selection and strengthening of the teaching profession. It is necessary to point out that the educational statistical data to which we have had access was very limited since the last accessible MEC report from Paraguay is from 2011, so we had to resort to external reports.

The reshaping of Ibero-American cultural diplomacy in the beginning of the XXI century: the declining of the Spanish historical hegemony?

ABSTRACT Francoist cultural policy in Latin America – itself based on Hispanist philosophy – and the Spanish activity in the Organization of Ibero-American States (1949) promoted the emergence of Ibero-American cultural diplomacy. The return of democracy to Spain in 1978 turned these projects into more horizontal instruments of cultural cooperation. After a process of institutionalization that led to the creation of SEGIB and the establishment of the Ibero-American Cultural Letter in 2006, this multilateral diplomatic system was called into question due to its economic asymmetries and its ideological basis. However, the relative influence of this process in reformulating the system and in creating a shared identitarian discourse within Ibero-America has never been properly weighted, nor has the importance of each actor within this process. This article analyses the multilateral Ibero-American cultural diplomacy in order to understand its recent transformations in terms of the importance of both national power and symbolic hegemony.

Projeto Paulo Freire de Mobilidade Acadêmica e a formação continuada de professores da rede estadual da Bahia

The Federal University of Bahia (UFSB), with the support of the Organization of Ibero-American States for Education, Science and Culture (OEI), the Ministry of Education (MEC) and the Bahia State Department of Education (SEC/BA), in response to an institutional demand from SESu/MEC, presented, in October 2016, a proposal for a pilot program of Academic Mobility for the Paulo Freire Project. This program, whose main objective is to provide students of the UFSB Interdisciplinary Degree (LI) with a formative experience of academic mobility, has also been extended to the continuing training of teachers of the Bahia state primary education system working in Integrated Education Complexes (CIE), which have an agreement with the university. The CIE's aim is to provide full-time education and constitute privileged spaces for teaching practice for UFSB LI graduates and continuing education for teachers. Between September and October 2017, twenty teachers from the three CIE partners of UFSB (CIE Itabuna, CIE Porto Seguro and CIE Itamaraju), accompanied by a technical team from the university, were in Uruguay for an academic stay of cooperation and exchange between the UFSB and the National Administration of Public Education (ANEP), the Education Training Council (CFE) and the University of the Republic (Udelar), which was set up as a space for approaching educational programs from Uruguay. On this intense experience, we will briefly reflect on this report.

Micropolítica y macropolítica en las organizaciones educativas

La dimensión política de las instituciones educativas se relaciona con dos enfoques. Uno interno -o de micropolítica educativa- y otro estructural -macropolítico y macroeconómico-; siendo necesaria la superposición de ambos enfoques para conocer más apropiadamente la realidad. En este artículo de investigación se analiza críticamente la dimensión política que los organismos multilaterales consideran en sus reflexiones sobre la educación para América Latina. Metodológicamente, se estudian las perspectivas que al respecto ofrece la Organización de Estados Iberoamericanos OEI y se comparan con los fines de la educación. Se encontró que las organizaciones educativas son concebidas como parte de las apuestas bioeconómicas mundiales para las próximas décadas. Se concluye que los pueblos latinoamericanos deben separarse de estas políticas para superar sus problemáticas sociales.

Technology Integration Actions in Mathematics teaching in Brazilian Basic Education: Stimulating STEM disciplines

Mathematics is a fundamental skill in many aspects of a student’s life. Most students everywhere, and in this study in Brazil, sometimes lack motivation to thrive in such subjects. The work presented in this paper aims to contribute to the development of a multiplatform teaching and learning application through the use of Information and Communication Technologies (ICT), in order to encourage the study of mathematics from the first years of basic education. The activities are divided into two areas: training teachers and how to integrate technology in the classroom through the use of mobile learning. The experience was conducted with children from the 5th grade, teaching them fractions and mathematics concepts all as part of a research project called Technology Integration Proposal in Teaching STEM Disciplines in Public Basic supported by CNPq – the Brazilian National Council for Scientific and Technological Development, and the project Use of Remote Experimentation on Mobile Devices for Basic Education in Public Schools supported by FRIDA (Regional Fund for Digital Innovation in Latin America and the Caribbean). In 2011, this project was selected as one of the most innovative research projects in Brazilian education by the Institute for Development and Educational Innovation (IDIE) of the Organization of Ibero-American States for Education, Science and Culture (OEI) and sponsored by Fundacion Telefonica.

Embajadas y consulados compartidos. La práctica de España en la Unión Europea y en la Comunidad Iberoamericana

This paper is focused on the network of shared embassies and consulates between Spain and several European or Ibero-American States, as well as cases between Spain and EU delegations. The 1961 Convention and the 1963 Convention set the key international legal framework, and yet it can be stated that there is a progressive development of the law. Two Laws have recently been approved in Spain on foreign action and on treaties and other international agreements that can develop new forms of diplomacy, such as co-location. This practice has not yet been made public, although it has been declared of strategic interest by the Spanish Administration. In conclusion, it has been demonstrated the need to show and order this practice made up of international agreements.

Limites Éticos Jurídicos da Biotecnologia no Século XXI

The present paper discusses the ethical and legal consequences of developments in biotechnological science, with a focus on the field of genetic engineering. We classify situations originating from developments in biotechnological science depending on their ethical and legal justification, based on Habermas’ reflections in his work “The future of human nature”, and differentiate between negative eugenics, representing ethically and legally justified situations, given their therapeutic potential of bringing benefits to human beings; and positive eugenics, describing situations, which are not justified by Ethics and Law, since they represent risks for the ethical self-understanding of the human species and are also incompatible with the imperative nature of human life protection, which is struc- tured by the Ibero-American constitutional states. We conclude that all moral judgments must follow the principle of human dignity as a major guideline, because the prevention of harmful practices against human beings requires, apart from legal and ethical rules, the responsibility to exclusively employ technologies for therapeutic purposes and to impede that the consumer society and its by-products completely artificialize the human nature.

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Has the competence-based model in Higher Education in Latin America been addressed by international organizations? What emphasis has been placed on the competence-based model in Latin America? What role does the communicative competence play within this framework? This paper seeks to answer these questions. In order to address this issue, the paper opens with a brief definition of the terms «competence» and «communicative competence». Then, a review of the literature in the area is made on the basis of the analysis of the actions carried out in different meetings held in Latin America by Heads of States and Ministers, within the actions implemented by the Organizations of Ibero-American States. Also, the significance of the communicative competence within the framework of two major researches on competencies is explored: the Tunnig Latin America and the 6x4 UEALC Projects. Finally, taking as point of departure the legislative documents of five countries (Argentina, Colombia, Mexico, Peru and Venezuela), the presence of educational competence-based policies and the significant granted to the communicative competence are accounted for. After analyzing all these documents, one can conclude that both this teaching-learning model and specifically the communicative competence are a consequence of an increasing interest, in spite of the fact that, although there is a worldwide trend to incorporate them throughout Higher Education, in some Latin American countries this approach has not been adopted yet. How to reference this article Nunez Cortes, J. A. (2016). El modelo competencial y la competencia comunicativa en la educacion superior en America Latina . Foro de Educacion , 14(20), 467-488. doi: http://dx.doi.org/10.14516/fde.2016.014.020.023

Studying Built Architecture as an Intangible Heritage in Unequally Divided Cities

This essay reflects on how built architecture can be studied as an intangible heritage, focusing on the specificities of city life in the Iberian states of the European region and in Ibero-American states. This reflection foregrounds the ways in which the concept of built architecture as an intangible heritage may be enabling for those invested in challenging the contemporary dual planning regimes that often govern unequally divided cities in both regions; such situated planning regimes are characterized by persistences of the rationalities of colonialism and development. The essay starts by discussing how architecture research—and architectural history in particular—can articulate critical theories of space that allow research to understand built architecture as a “constantly recreated,” plural assemblage of spatial representations, practices, and imaginations. It will continue with an examination on the methodological implications of this theoretical approach to built architecture as an intangible heritage, notably regarding the possibilities of historical research methods informed by an ethnographic perspective. The reflection draws on an experience of fieldwork and archival research on the history of the late Twentieth-Century urban extensions of Lisbon. In addition, it draws on the valuable debates on built heritage within tradition studies, as well as on the diverse literature on informal spatial production in cities in Brazil, Peru, and elsewhere in the Ibero-American region. The reflection will conclude by exploring how studying the built environment as an intangible heritage can illuminate the elisions of urban history in the construction of a domain of built heritage; and in particular on how specific informally produced spaces are conceived synchronically as expressing a timeless cultural heritage, notably of rurality. What are some of the ways in which situated urban histories in Iberia and in the Ibero-American region articulate colonial and developmental rationalities that foster the celebration of certain kinds of built heritage, and the forgetting of others? Furthermore, to what extent does scholarly research, as well as the much maligned practices of poverty tourism, focus on a select number of unequal spaces such as Rio’s Rocinha or Lisbon’s Cova da Moura, often productively placing such spaces in the frame of a bounded, cultural heritage while neglecting situated histories of unequal division, attentive both to plural intangible heritages and to global circulations of prospective imagination.

El imaginario de las jovenes de educación media y media superior sobre la ciencia y tecnología en la ZMG

La ciencia, tecnología e innovación tienen una función estratégica en el crecimiento económico, la competitividad y el desarrollo integral de los países. En el presente estudio se analiza la imagen que las jóvenes de educación media y media superior de la Zona Metropolitana de Guadalajara, Jalisco, tienen de la ciencia, tecnología e innovación, la imagen del científico, de las materias de ciencia y la apropiación de la misma a través de los diversos medios de comunicación, para promover y fortalecer en los jóvenes una cultura científica y de innovación. El método que se aplicó es cuantitativo, exploratorio y transversal, se utilizó el cuestionario desarrollado en el marco del Observatorio de Ciencia, Tecnología y Sociedad del Centro de Altos Estudios Universitarios de la Organización de Estados Iberoamericanos (OEI), aplicando 1,200 casos a estudiantes de instituciones públicas y privadas de educación media y media superior de la Zona Metropolitana de Guadalajara, Para evitar sesgos en la información, se buscó tener unas muestras representativas equilibradas por sexo, sin embargo encontramos ligeramente más participación de la mujer en relación al varón, esto coincide con el aumento de la matrícula por parte de las mujeres en Latinoamérica, teniendo como resultados preliminares que matemáticas es la asignatura que presenta mayor interés, pero al mismo tiempo mayor dificultad entre los alumnos encuestados. En cuanto a la profesión que desean elegir para su futuro, se pudo advertir que siguen siendo las tradicionales (derecho, administración y contaduría); en el escenario profesional para los jóvenes, la del investigador (a) o científico (a) está en tercer lugar de su preferencia. Esto es un indicativo de la pertinencia de revisar estrategias acerca de cómo se fomenta la profesión científica entre los jóvenes, y la motivación que podrían tener hacia ella.

A complex web of education policy borrowing and transfer: Education for All and the Plan for the Development of Education in Brazil

This article analyses how Education for All policies were transferred to Brazil and Latin America by means of ambitious educational strategic plans such as the Plan for the Development of Education and the National Education Plans – promoted by the Federal Government of Brazil, and the Latin American Educational Goals – promoted by the Organisation of Ibero American States (i.e. the international commonwealth of countries which belonged to the old Hispanic and Portuguese empires). The analysis highlights how a complex web of educational policy transfer and borrowing was fashioned by means of concatenate environmental, cognitive and relational mechanisms.

Editorial: realizing Brazil’s potential as a world class research nation

The Federative Republic of Brazil, with a population of around 200 million, is Latin America’s largest country. Its territory encompasses a total of 8.514 million square kilometers, with a coastline which extends itself to nearly 7.491 kilometers, making Brazil the fifth largest nation in the world in respect of both size and population. Brazil shares a border with nearly all South American countries (the exceptions being Ecuador and Chile). The country has strong international links and relations, being one of the founding members of the United Nations, the G20, the Latin Union, the Organization of Ibero-American States, the Organization of American States, Mercosul and the Union of South American Nations, among others. Brazil stands for the “B” of the BRIC group, which also encompasses Russia, India and China. Brazil’s gross domestic product (GDP) was worth US$ 2435.20 billion in 2012, representing 3.9% of the world’s economy. This in turn means that Brazil has the seventh largest economy in the world, in respect of nominal GDP and purchasing power parity. But Brazil is not only an important country due to its economic weight. The scientific potential of Brazil is significant and has historical routes: some Brazilian scientists such Alberto Santos-Dumont (aviation), Oswaldo Cruz and Carlos Chagas (biotechnology), to name only a few, are among the greatest researchers and innovators Brazil has produced. The list of distinct Brazilian researchers of international renomee is long and includes many scientific fields. The country already excels in some key areas in research and development (R&D), for instance:

Precarious Creativity: Youth In A Post-Industrial Culture

Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsNéstor García CancliniNestor García Canclini is an Argentine anthropologist and academic who has taught at the University of Texas Austin, Duke, Stanford, as well as universities in Barcelona, Buenos Aires, and São Paulo. García Canclini is currently a distinguished professor in the department of Anthropology in the Metropolitan Autonomous University (Universidad Autónoma Metropolitana) of Itzapalapa in Mexico City. García Canclini is renowned for his work on concepts including hybridity, modernity, postmodernity and urbanity in Latin America, as well as the relationships between aesthetics, art, and youth cultural networks. Among his fundamental works are the books ‘Transforming Modernity: Popular Culture in Mexico’ (Spanish title ‘Las culturas populares en el capitalismo’) (1982), ‘Hybrid Cultures: Strategies for Entering and Leaving Modernity’ (‘Culturas híbridas: Estrategias para entrar y salir de la modernidad’) (1990), ‘Consumers and Citizens: Globalization and Multicultural Conflicts’ (‘Consumidores y ciudadanos. Conflictos multiculturales de la globalización’) (1995), ‘La globalización imaginada’ (1999), and ‘Diferentes, desiguales y desconectados. Mapas de la interculturalidad’ (2004). He has received numerous fellowships, awards and other recognitions, including a Guggenheim Fellowship, the Casa de las Américas prize for his book ‘Las culturas populares en el capitalismo’, the Book award from the Latin American Studies Association for his book ‘Culturas híbridas’, and most recently an award from the Organization of Ibero-american States.