Latin American Education Research Articles

Latin American Education: Perceptions of linearities and the construction of discursive space

Through an account of eight contemporary books that refer to Latin American education, this article offers an interpretation of the processes of construction of 'Latin American discursive space'. The similarities in the principles that dominated the latest educational reforms in the region and the main perspectives that 'explain' these similarities in the literature are taken as the starting point. The article then suggests another interpretation, based on the analysis of discourse, to understand limitations for thought and action in Latin American education.

Book reviews

Adelman, Jeremy (1999), Republic of Capital: Buenos Aires and the Legal Transformation of the Atlantic World. Walker, Charles F. (1999), Smoldering Ashes: Cuzco and the Creation of Republican Peru, 1780–1840. Schmidt-Nowara, Christopher (1999), Empire and Antislavery: Spain, Cuba, and Puerto Rico, 1833+1874. Lauria-Santiago, Aldo (1999), An Agrarian Republic: Commercial Agriculture and the Politics of Peasant Communities in El Salvador, 1823–1914. Austin-Broos Diane J. (1997), Jamaica Genesis: Religion and The Politics of Moral Orders. V. Montecinos (Ed.) (1998), Economists, Politics and the State: Chile 1958–1994, vol. viii. A. Hira (ed.) (1998); Ideas and Economic Policy in Latin America: Regional, National and Organizational Case Studies. Cullather, Nick (1999), Secret History: The CIA's Classified Account Of Its Operations in Guatemala 1952+1954. Wilson Samuel (ed.) (1999), The Indigenous People of the Caribbean. Gary H. Gossen (1999), Telling Maya Tales. Tzotzil Identities in Modern Mexico. Lievesley, Geraldine, Democracy in Latin America: Mobilisation, Power and the search for a New Politics. Gould Jeffrey (1998), To Die in This Way. Nicaraguan Indians and the Myth of Mestizaje, 1880–1965. Torres, Carlos Alberto and Puiggrós, Adriana (1998), Latin American Education. Comparative Perspectives. Archetti, Edwardo (1999), Masculinities, Football, Polo and the Tango in Argentina. Outtes Joel (ed.) (1997), O Recife: gênese do urbanismo, 1927+1943.

Research into the History of Education in Latin America: Balance of the Current Situation

In this introductory article it is described firstly bow, in recent decades, the scientific communities ojhistorians of education in different countries of Latin America have been taking shape, and how they have been interacting with each other at an international level Subsequently some of the main works are analyzed that have approached the history of Latin American education from a general perspective and the general characteristics of the scientific production are traced in the different countries of the area. Finally, since in this volume of “Paedagogica Historica” there are specific articles on the present day historiography of education in Argentina, Brazil, Colombia and Mexico, a brief analysis is made of the scientific production in our field in some other selected countries: Chile, Venezuela, Ecuador and Costa Rica.

‘Freer’ Forms of Organization and Financing and the Effects of Inequality in Latin American Educational Systems: two countries in comparison

The introduction of ‘freer’ forms of organization and financing into the Latin American educational systems about 20 years ago parallels similar developments in the contexts of neo‐liberal policies in the USA, Great Britain and, more recently, in Eastern Europe. This article will highlight the effects of ‘school autonomy’, decentralization, and privatization in the Latin American educational systems. In so doing, I will focus on the analysis of educational policy development in Chile and Argentina, based in part on my own research results. The results demonstrate that ‘freer’ forms of organization and financing have not proven to be positive for the progressive distribution of education, democratization and the consideration of diversity—and also not for the (difficult to measure) categories of ‘quality’ and ‘efficiency’ of education. These findings contribute to question whether the neo‐liberal forms of organization and financing of educational systems in Latin America are important factors in the realization of these goals.

Latin American education: comparative perspectives

Acknowledgments * Introduction: The State and Public Education in Latin America (Carlos Alberto Torres and Adriana Puiggrs) * The Political Economy of Educational Reform in Latin America Financing Education for Democracy in Latin America (Ernesto Schiefelbein) Education Policy and Human Development in the Latin American City (Jos Luis Coraggio) Neoliberal Education Policies in Latin America: Arguments in Favor and Against (Robert F. Arnove) * Basic Education in Latin America Dewey Under South American Skies: Some Readings from Argentina (Ins Dussel and Marcelo Caruso) Contemporary Brazilian Education: Challenges of Basic Education (Moacir Gadotti) The Problems of the Decentralization of Education (Sylvia Schmelkes) Teacher Education Reform Initiatives: The Case of Mexico (Maria Teresa Tatto and Eduardo Velez) * Higher Education in Latin America: Argentina in Comparative Perspective The Paradox of the Autonomy of Argentine Universities: From Liberalism to Regulation (Marcela Mollis) University Restructuring in Argentina: The Political Debate (Daniel Schugurensky) Women, Education, and the State in Cuba (Sheryl L. Lutjens) * Popular Education in Latin America: Old and New Dreams Freire, Frei, and Literacy Texts in Chile, 1964-1970 (Robert Austin) Popular Education and the Reconstruction of El Salvador (John L. Hammond) * About the Editors and Contributors * About the Book

Women and Education in Latin America: Knowledge, Power, and Change.

The authors explore the role of the Latin American education system in reproducing inequality and sexual divisions of labour, finding the causes of women's inferior situation to be both ideological and material.

An Interview with Adriana Puiggrós of Argentina: The Dilemmas of Latin American Educational Systems and the Work of Paulo Freire

An Interview with Adriana Puiggrós of Argentina: The Dilemmas of Latin American Educational Systems and the Work of Paulo Freire

Moving where? Educational issues in latin American contexts

This is an overview article, identifying some of the key issues in Latin American education, and comprises two main approaches. First there is an assessment of the needs and deficiencies of the systems as perceived by the policy-makers over the last few decades, and in terms of equality, quality and relevance in educational provision. Second, a selection of contemporary issues is addressed, including: problems of teacher quality, education and employment, illiteracy and curricula, the question of popular education, politics and higher education and the role of dissident social science research.

Latin American education in an era of change

Latin American education in an era of change

Life sciences library education in Latin America

The most extensive program is located in Brazil at the Universidad Federal Minas Gerais which has 16 faculty members and in 1976-79 had among them a British (American educated) and an American library educator. Several schools reported “type of library” courses or specialized bibliography courses which could provide an appropriate locus for basic biomedical bibliographic information. Considering the health problems all countries are facing, library schools in Latin America should be encouraged to make a stronger effort to train individuals for this subject area. The American Association of Library Schools has been prominent in its support of co-operative efforts with Latin American educators as perhaps best exemplified by its Austin, Texas meeting in 1980 when the pre-conference entitled “Library and Information Science Education in the Americas: Present and Future” was held. However, Latin American educators themselves, encouraged by IFLA (International Federation of Library Associations and Institutions) are making efforts to continuously upgrade their teaching. Evidence of this can be found in IFLA's pre-conferences at the August 1982 Montreal meeting.

A historical perspective of Latin American education

The first part of this study aims to justify on the one hand the validity and interest of the historical dimension and, on the other, the use of categories of analysis such as development ‘models’ or ‘styles’.

Educational research networks in Latin America

During the last ten years research papers of good quality on Latin American education have risen from almost nothing to more than 100 a year, and the original three or four research centres have multiplied ten times. Diffusion has improved through regional distribution of journals and through opportunities for personal exchange, though this is handicapped by salary levels and poor communications. Networks, of which ten years ago there were only five, are expanding, and may be identified under sponsoring organizations or by topics. Many reasons for the high level of activity may be advanced, which include the key role played by journals, pay off from previous graduate training, facilities such as the use of computers, higher standards of librarianship and new sources of funding. Knowledge from previous research is also being put to use, and improvement programs are receiving support from research, but the danger exists that research may be transformed into an elite exercise.

The role of education in Latin American librarianship

There are few generalizations which are universally true of all the Latin American countries. “Yet this is not to say there are no threads of homogeneity running through the hetrogenous fabric of Latin American society. These common threads are woven into a pattern by which some aspects of Latin America can be viewed as one cultural tapestry and . . . these threads form a clear picture of the dominance of education by social organization.“1 Latin American education, to a great extent, continues to be the transplantation of the 16th Century cultural and political forms of the Iberian Peninsula. Since the cultural foundations of Latin American society sprang from the Iberian culture it is possible to see why the area remains as highly structured as the autocratic Iberian regimes. Even the independence struggles brought no basic changes in the social structure because the new leaders perpetuated the system in the new republics. Even today in Latin America the feudal way of life still persists and this has not been conducive to educating the masses. All the people are not thought of as equal and Latin American society, to a great extent, continues to be relatively closed and static; education is not widely considered necessary for all. The first schools were founded by the Catholic Church and within a few decades of the conquest universities had been established. Shortly after independence the Church lost control to the State which assumed legal control over the educational system. During the 19th Century Ministries of Education were established in virtually all of the countries

Repeating: An Overlooked Problem of Latin American Education

Repeating: An Overlooked Problem of Latin American Education

Education for freedom: A look at the pedagogy of Freire

In the first two issues of Volume II,Prospects published articles written by Latin American educators for the International Commission on the Development of Education.

The Political Role of the University in Latin America

Scholars are quick to call the Latin American university a highly institution because student protests are frequent and virulent, and government reaction often swift and violent. This judgment, however, takes a myopic view of the process. It labels an institution political simply because it is acted upon by politicians. It ignores the fact that an institution may be properly thought only if it plays an active role in policy formulation, decision execution, appraisal, and termination. This article will demonstrate that the Latin American university has played an essentially passive role in politics. It has been the target of policy execution, but has not been a major participant in any of the key phases of the process. It is the author's contention that both the university and Latin American societies in general have suffered as a result of the university's lack of power. It may be that the university has no business being in politics in the first place; its job is that of exploring new fields of knowledge and teaching, not parleying. Whether this argument is cogent in the abstract or not, the reality is that the Latin American university is involved in the scene as a natural outcome of its source of income. All universities in Latin America are subsidized wholly or in part by the state. Even those which call themselves private universities (which means, in the great majority of cases, Catholic), receive funds from the state and must subordinate themselves to the educational law of the land. Furthermore, the whole legal structure of Latin American education is centralized, under the jurisdiction of a central Ministry of Education. University regulations are extensively codified and subject to national legislation. In Brazil, for example, even the university professorships are designated in the national constitution.' This often means that the university becomes just another government

The Intellectual Background of the 1918 University Reform in Argentina

IN 1918 THE Argentine University of Cordoba inaugurated a set of reforms which became one of the most significant developments in the history of Latin American education and student politics. The Cordoba Reform produced a renovation and reorganization of universities not only in the Plata area, but also throughout most of Latin America. Furthermore, the events of 1918 made Argentina's university students an important political force in the Republic and established models of student expression and action which have persisted into the 1960s. Also, the student leaders of the 1918 movement eventually became important members of the nation's political and intellectual leadership. Finally, there emerged from the reform a philosophy concerning social, economic, and political issues which characterized student thinking in Argentina for several decades. The students who carried out the reform were influenced by many factors-internal changes in Argentina's economic and political structure, developments in Europe and Latin America, the conditions of the universities themselves, and the current of new ideas prevalent in the Republic during the first decades of the twentieth century. The purpose of this paper is to examine particularly the intellectual background out of which the university reform developed. More specifically it will focus on two principal arguments: 1) that the prevailing intellectual climate in Argentina in the two decades prior to the Cordoba movement had a significant impact upon the Argentine university students in their actions and thoughts of 1918; and 2) that although the reform was initiated and carried out almost solely by the students themselves, with little aid or encouragement from the faculty, several prominent intellectuals served as maestros de la juventud, providing inspiration and stimulation for the students. Because the protagonists of the 1918 reform in some ways intended their movement to improve the quality of Argentina's uni-

A Model for Educating Development Administrators

H OW CAN WE EDUCATE the development administrators Latin America so urgently needs? This was one of the key questions discussed at a recent conference of distinguished Latin American educators and government officials.' This question-how to prepare the skilled administrators who can facilitate the delicate process of formulating development-related policy decisions and manage the complex of activities involved in their implementationhowever, is like a Chinese box puzzle. It is made up of a series of interdependent questions. How to design a curriculum depends on the course content. The course content depends on the educational needs. The educational needs derive from the character of the development goals. The character of development goals depends on the particular country, and so on. The following model for educating development administrators was presented at the conference. It includes a consideration of four interrelated questions. Section one discusses the major educational needs of development administrators. Section two treats with the form their education should take. Section three considers the desirable content of the education. Section four discusses an ideal curriculum.2

Latin American education still growing

Latin American education still growing

National Identity and the Language Issue in Puerto Rico

Previous articleNext article No AccessNational Identity and the Language Issue in Puerto RicoErwin H. EpsteinErwin H. Epstein Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 11, Number 2Jun., 1967 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/445289 Views: 17Total views on this site Citations: 9Citations are reported from Crossref PDF download Crossref reports the following articles citing this article:Paul R. Fossum, Karen Thomas-Brown The Education System of Puerto Rico, (Sep 2021): 1–26.https://doi.org/10.1007/978-3-319-93443-3_36-1Paul R. Fossum, Karen Thomas-Brown The Education System of Puerto Rico, (Jan 2022): 915–939.https://doi.org/10.1007/978-3-030-41651-5_36Erwin H. Epstein Education as a Fault Line in Assessing Democratization: Ignoring the Globalizing Influence of Schools, (Sep 2021): 737–755.https://doi.org/10.1007/978-3-030-66003-1_42Jose O. Diaz, Karen R. Diaz Puerto Rico's political status debate: An annotated bibliography of selected english‐language sources, Reference Services Review 24, no.22 (Feb 1996): 45–76.https://doi.org/10.1108/eb049281Colin Brock, Ruth Aedo-Richmond, Mark Richmond Selected bibliography on education in latin America, International Journal of Educational Development 7, no.33 (Jan 1987): 205–218.https://doi.org/10.1016/0738-0593(87)90019-8Beatriz R. Lavendera On sociolinguistic research in New World Spanish: A review article, Language in Society 3, no.22 (Dec 2008): 247–292.https://doi.org/10.1017/S004740450000436XBeatriz R. Lavandera Sociolinguistics, ().https://doi.org/10.1515/9783110816129.129John B. Simeone Catalogue of Documents, (Jan 1967): 1–206.https://doi.org/10.1007/978-1-4899-5235-6_1John E. Jordan Review of Research on Counseling and Special Services in Latin American Education, Latin American Research Review 3, no.11 (Oct 2022): 63–76.https://doi.org/10.1017/S0023879100015582