Políticas, procesos y trayectorias de privatización educativa en Latinoamérica

Moschetti, Mauro C.; Fontdevila, Clara; Verger, Antoni

doi:10.1590/s1678-463420194187870

Cited by 4 publications

(3 citation statements)

References 26 publications

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“…El fenómeno global de la privatización se explica parcialmente por el impacto de una serie de factores de carácter externo -incluyendo presiones derivadas de la globalización económica o el rol de organizaciones internacionales con una preferencia por las soluciones de mercado. Sin embargo, el desarrollo de la multiplicidad de trayectorias de privatización educativa se comprende sólo a la luz de una serie de especificidades políticas, económicas e institucionales que, en la mayoría de los casos, tienen un carácter marcadamente endógeno (Moschetti, Fontdevila & Verger, 2019). Mediante este trabajo se busca comprender un tipo de trayectoria de privatización educativa escasamente documentado que adopta la forma de una alianza público-privada histórica basada en una política de asignación regular de subvenciones públicas a la oferta privada.…”

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Una economía política y cultural de las subvenciones estatales a la educación privada en Argentina

Moschetti

Masaro

2020

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In comparison with other forms of public-private partnerships (PPP) in education of more recent emergence such as voucher programs or charter schools inspired by the postulates of the theory of public choice, supply-side subsidies for private schools usually respond to less explicit theories of change. Indeed, most of these policies are addressed by specialized literature as unique and highly idiosyncratic arrangements, rather than examples of a particular variety of PPP. The frequent absence of a theory of change that explicitly presents the assumptions, objectives and mechanisms of this type of policy, makes it necessary to reconstruct it from a perspective of policy sociology based on the analysis of the behavior of agents and economic, political, institutional and cultural drivers that lie behind their adoption in each particular context. Based on a review of the literature and the analysis of the legislative debates of the 1947-2006 period, this article seeks to examine the process of adoption of the regulatory framework defined by the policy of supply-side subsidies for private schools in Argentina from an evolutionary perspective of political and cultural economy. The article distinguishes three periods for analytical purposes among which an evolutionary logic of nonlinear continuity prevails, subject to the contextual vagaries and driven by different actors in the field of ideas and political practice.

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Section: Conclusionesunclassified

Una economía política y cultural de las subvenciones estatales a la educación privada en Argentina

Moschetti

Masaro

2020

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“…En términos económicopolíticos, el gobierno de Rafael Correa propició un considerable aumento del gasto público en educación, aumentando desde 1,15% en 2000 hasta 5% del PIB en 2015 (UNESCO, 2020), lo cual posibilitó un mayor desarrollo de infraestructura educativa, mayor capacidad de cobertura, y el desarrollo de políticas orientadas hacia la calidad y equidad educativa (Guayasamín, 2017). Esto significó también una estrategia de confrontación con las tendencias de neoliberalización y privatización educativa que afectan sensiblemente a Latinoamérica (Moschetti et al, 2019;Verger et al, 2016), donde Ecuador se ha posicionado como uno de los países donde las tendencias privatizadoras han avanzado de forma más consistente, tanto en la educación primaria (variación de 1 El primer autor agradece el financiamiento otorgado por la Universidad Tecnológica Indoamérica a través del Proyecto de Investigación CICHE-0002. El segundo autor agradece el financiamiento del Programa de Formación de Capital Humano Avanzado Doctorado Becas Chile 2017 de la Agencia Nacional de Investigación y Desarrollo (ANID) de Chile, folio 72180118.…”

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En nombre de la integralidad y el buen vivir: Genealogía de los departamentos de consejería estudiantil en Ecuador

Díaz

Kawada²

2021

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In this paper, we analyze from genealogy the emergency of the student counseling department (DECE) in the contemporary educational policies in Ecuador. Specifically, we examine the construction of a new legal–normative architecture from the principles of living in harmony (buen vivir) that seeks to guarantee the delivery of psychological and social services to Ecuadorian students from a novel incorporation of knowledges, practices and expertise based on the psychological sciences. Methodologically, we followed Michel Foucault's principles of genealogy to analyze a textual corpus made up of legal, normative and regulatory documents, as well as interviews with policymakers and district coordinators who participated in the development and implementation processes of educational policies related to DECE. Thus, through our axes of analysis we expose the configuration of a new State rationality around the notion of integrality, and through a variety of sociotechnical, regulatory and practical adjustments, the promotion of management logics focused on governing and controlling specific forms in which professionals deploy their actions in schools. Finally, we discuss how the Sumak Kawsay knowledges are relegated, compared to an influential scientific-technical rationale that seeks to orientate educational processes in specific ways with a psychological language based on biomedical perspectives that inhibit alternative ways of understanding the subject and subjectivity within Ecuadorian education.

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“…Although this process began in one single countrythe neoliberal Chile of Pinochet's dictatorship during the 1970sover the last few decades, privatization has increased and can be found in many school systems (or sub-systems), with or without state subsidies, catering to a large proportion of school enrolment. In fact, Latin America is deemed to be the one region in the world where privatization has rapidly increased during the last decades (Moschetti et al, 2019). It must be noted that this new type of private management of education does not complement that offered by the public sector.…”

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Commentary - System thinking, school leadership and complexities in Latin America

Weinstein

2021

JEA

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is one of the regions in the world rarely visited by research on school leadership. Very little is still known about the people that take on the leadership roles, and even less about how they develop their leadership practices, what their educational and professional motivations are or how their efforts translate into school improvement (Flessa et al., 2018;Aravena and Hallinger, 2018). Paradoxically, this does not mean education policies on this matter in the region are stagnant. On the contrary, more and more measures and initiatives are being proposed in different countries aiming at leveraging the potential for change of school principals in the hopes of improving educational quality . Promotion of "school principals' factor" by education authorities is not based on a systematic knowledge nor on an intellectual analysis of the specific social and cultural conditions where this key role is performed (Oplatka, 2019). As such, there is an evident risk of foreign policies being replicated without considering the local context, a situation Steiner-Khamsi ( 2004) aptly termed "policy borrowing". This paper aims to show some elements of the education scenario in Latin America, so that these can be considered when trying to understand school leadership in this particular context.It is true that when talking about school leadership from a "Latin American perspective", a common pitfall is ignoring the great diversity prevalent in this region. Suffice it to say that continental states such as Brazil (with a population of 210 million) or Mexico (population of 127 million) coexist with city-states such as Uruguay (population of 3.5 million). Or that, along megalopolises like São Paulo, Mexico City or Buenos Aires, there is a vast population of over 120 million inhabitants residing in rural areas, with a strong indigenous presence composed of over 500 different ethnicities. The social, demographic, financial and cultural diversity in Latin American societies is reflected in their disparate education systems (Rivas, 2015). Thus, figures from the UNESCO Institute for Statistics on Education show that while upper secondary education completion rate in Peru is 86%, in Mexico it is 59% and in Honduras it is only 38%. Similarly, percentage of overage students in primary education varies from less than 1% in Cuba to 38% in Nicaragua. Also, the percentage of schools with access to drinking water is 83% in Costa Rica, but only 40% in Ecuador. And again, while 88% of schools in Colombia have electricity supply, in Honduras only 48% of schools do so. These systems vary greatly in their levels of decentralisation in the decision-making process regarding education (Rivas et al., 2020). However, there are points of commonality amongst Latin American education systems that should be considered when analysing school leadership practices and that, in our view, challenge the analytical approaches being adopted including current system thinking.A first aspect, linked to the marked poverty and inequality prevailing in society, has to do with...

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Políticas, procesos y trayectorias de privatización educativa en Latinoamérica

Cited by 4 publications

References 26 publications

Una economía política y cultural de las subvenciones estatales a la educación privada en Argentina

Una economía política y cultural de las subvenciones estatales a la educación privada en Argentina

En nombre de la integralidad y el buen vivir: Genealogía de los departamentos de consejería estudiantil en Ecuador

Commentary - System thinking, school leadership and complexities in Latin America

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