ABSTRACT
The introductory study is a comparative analysis of the educational policy agendas in the six countries of the research: Argentina, Brazil, Chile, Colombia, Mexico and Peru. First, the political, social and economic context of the first two decades of the 21st century in Latin America is described. The chapters of the book are then summarized from an integral perspective. Finally, policy trends over this long period are presented.
In the comparative study, four major policy domains are distinguished: (1) the material supply of the system, where the expansion and redistribution of resources allocated to education predominate; (2) teachers’ policies, with cases of crucial reforms of the teaching career that generated great debates; (3) pedagogical and curricular policies, in a period marked by the race towards more regulatory curriculum devices; and (4) the governance of the system, marked by the creation of the school unit and increasing privatization.
These trends show us an intense period of reforms, ambiguous in its political directions and stages. No linearity allows us to understand these processes that show the arrival of policies in the classroom in increasingly uncertain times.
