Journal of Supranational Policies of Education (JOSPOE)最新文献

{"title":"Globalización neoliberal y políticas educativas en Latinoamérica / Neoliberal globalization and educational policies in Latin America","authors":"C. Tello","doi":"10.15366/jospoe2016.4.002","DOIUrl":"https://doi.org/10.15366/jospoe2016.4.002","url":null,"abstract":"ABSTRACT In this article is characterized from perspective general education policy development of the Neoliberal State Governments (GEN) and the State Governments postneoliberal (GEP) in the decades of 1990-2000s in Latin American. Taking these categories as overlapping and dynamic in both decades. For that it analyzed the forms linkages with international credit agencies (BW; BID), in particular through the policy borrowing and policy learning, the Approach Policies Based on Evidence and the role of symbolic analysts. Are analyzed for periods of neoliberalism and postneoliberalism, and it is argued that in the aforementioned decades are produced continuities and transformations. We conclude that neoliberal policies have not yet been able to dismantle the structure of the State. Key words: Education policy. Neoliberalism. Postneoliberalism RESUMEN En este articulo se caracterizan de modo general las politicas educativas en el desarrollo de los Gobiernos Estatales Neoliberales (GEN) y la de los Gobiernos Estatales Posneoliberales (GEP) en las decadas de 1990-2000 en America Latina. Tomando estos modos de gobierno como superpuestos, dinamicos y porosos en ambas decadas. Para ello se analiza los modos de vinculaciones con los organismos internacionales de credito (BM; BID), en particular a traves de las policy borrowing y policy learning, el Enfoque de las Politicas Basadas en la Evidencia y el rol de los analistas simbolicos. Se estudian los periodos del neoliberalismo y el posneoliberalismo, y se argumenta que en las decadas senaladas se producen continuidades y transformaciones. Se concluye que las politicas neoliberales aun no se han podido desmontar de la estructura del Estado. Palabras clave: Politicas educativas. Neoliberalismo. Posneoliberalismo","PeriodicalId":162204,"journal":{"name":"Journal of Supranational Policies of Education (JOSPOE)","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134394885","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"El derecho a la educación de las personas migrantes y refugiadas / The right to education of migrants and refugees","authors":"V. M. Villalobos","doi":"10.15366/jospoe2014.2.002","DOIUrl":"https://doi.org/10.15366/jospoe2014.2.002","url":null,"abstract":"ABSTRACT The focus of this report is on those who have crossed national borders, who generally are at risk of marginalization and specifically to discrimination in the provision of education. The research addresses six core issues, the consideration of which follows an analysis of the contextual background. Attention to these issues is viewed as indispensable in meeting the educational challenges and opportunities related to migration. These core, but inevitably interrelated themes are: the legal and normative framework; social and cultural issues; language and curriculum; teachers; accreditation and life long learning. The preparation of the report has benefitted greatly from the active and constructive engagement of many relevant actors including Governments, international organizations, academics, nongovernmental organizations and concerned individuals. Together they have offered a wealth of different perspectives and which form the basis of a number of recommendations ending the text. Keywords: Education, Migration, Curriculum, Accreditation, Human Rights RESUMEN El objetivo de este articulo es sobre las personas que han cruzado las fronteras nacionales, quienes generalmente se encuentran en riesgo de exclusion social y se enfrentan a la discriminacion en el acceso y las oportunidades educativas. El texto aborda seis temas principales, seguido de un analisis del marco contextual. La atencion a estas cuestiones es indispensable para enfrentar los desafios y las oportunidades educativas relacionadas con la migracion. Los temas tratados estan inevitablemente interrelacionados son el marco legal y normativo, las cuestiones sociales y culturales, el lenguaje y el curriculo, los maestros, acreditacion y el aprendizaje a lo largo de la vida. La elaboracion de la investigacion que nutre este articulo se ha beneficiado en gran medida de la participacion activa y constructiva de muchas partes interesadas, incluidos los gobiernos, organizaciones internacionales, academicos, organizaciones no gubernamentales y personas interesadas. Juntos han ofrecido una gran cantidad de diferentes perspectivas y que forman la base de una serie de recomendaciones con las que termina el texto. Palabras clave: Educacion, Migracion, Curriculo, Acreditacion, Derechos Humanos","PeriodicalId":162204,"journal":{"name":"Journal of Supranational Policies of Education (JOSPOE)","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127641535","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Igualdad de género en educación. El caso de la Unión Europea / Gender equality in education. The case of the European Union","authors":"Eva María Aguaded Ramírez, M. Matarranz","doi":"10.15366/jospoe2015.3.007","DOIUrl":"https://doi.org/10.15366/jospoe2015.3.007","url":null,"abstract":"ABSTRACT In recent years the education of women has taken great relevance at the international, national and supranational level, as shown in the development of gender equality policies during the latest decades. This paper addresses international proposals in educational policies for gender equality, which have delved into supranational and national scenarios, as is the case of the European Union and its member countries. After describing the initiatives launched by the European Union, the comparative method is used to study the case of 5 member countries: Germany, Spain, France, Italy and the UK. The study of these nations will be based on the indicators of the Beijing Platform for Action. This study aims to reveal common trends concerning education of women, during the decade 2000 to 2010. As a result of the conducted research, the section “conclusions and prospects” not only shows some highlights about the subject of this study, but also offers some proposals for a further improvement of gender equality in the educational field. Key words: Education policies, Women education, Comparative education, European Union. RESUMEN La educacion de la mujer ha tomado, en los ultimos anos, gran relevancia en el plano internacional, nacional y supranacional, tal y como muestra el desarrollo de politicas de igualdad de genero de las ultimas decadas. En el presente articulo se abordan las politicas educativas en igualdad de genero propuestas en el contexto internacional, que han ido calando hacia escenarios supranacionales, y nacionales, como es el caso de la Union Europea, y sus paises miembros. Tras describir las iniciativas puestas en marcha por la Union Europea, se hace uso del metodo comparado para estudiar el caso concreto de 5 de los paises miembros: Alemania, Espana, Francia, Italia y Reino Unido. El estudio de estas naciones se realizara en funcion de los indicadores propuestos en la plataforma de Beijing, lo que permitira una deteccion de tendencias en la educacion de la mujer durante la decada 2000 a 2010. Finalmente, y fruto del estudio realizado, el apartado de conclusiones y prospectiva nos permitira extraer unas reflexiones acerca del tema tratado, asi como una breve descripcion de propuestas para continuar caminando hacia una igualdad de genero en el terreno educativo. Palabras clave: Politica Educativa, Educacion de la mujer, Educacion Comparada, Union Europea.","PeriodicalId":162204,"journal":{"name":"Journal of Supranational Policies of Education (JOSPOE)","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116507855","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mujeres africanas y educación superior: Políticas Educativas favorables a la igualdad de género en África Subsahariana / African women and higher education: Educational policies favorable to gender equality in Sub-Saharan Africa","authors":"Inmaculada González, Manuel Ledesma","doi":"10.15366/jospoe2015.3.009","DOIUrl":"https://doi.org/10.15366/jospoe2015.3.009","url":null,"abstract":"ABSTRACT The late twentieth century was marked by the beginning of a significant and sustained effort on gender equality. This effort has increased in this century and Africa has not remained oblivious. Specifically, in educational area, the effort has been particularly significant during the last decade, although insufficient. Among the steps that have been made, the development of norms and specific programs to promote the access of women to education, including universities, stands out. Equally relevant is the work developed by African women researchers and activists, who provide useful data to policies promoting gender equality and open new lines of research at the service of the most vulnerable groups. The work of various social organizations in girls' and young women access to education is added to this task. Despite these initiatives, the truth is that parity remains to be a dream, especially at higher education. Both the students and the teachers in sub-saharian universities continue to be predominantly male. Achieving gender equality in Africa requires urgently the increase of public funding and active policies committed to women's access to higher education. Key words: Women, Sub-Saharan Africa, Right to Education, Higher Education, Gender Equality. RESUMEN El final del siglo XX se caracterizo por el comienzo de un esfuerzo importante y sostenido en materia de igualdad de genero, esfuerzo que se ha incrementado en el siglo XXI, no permaneciendo el continente africano ajeno a este. Concretamente, en materia educativa, el empeno ha sido especialmente significativo durante la ultima decada aunque insuficiente. Entre los pasos que se han realizado destaca el desarrollo de normativas y programas especificos destinados a favorecer el acceso de las mujeres a la educacion, incluidas las universidades. Igualmente relevante es el trabajo que desarrollan investigadoras y activistas africanas, proporcionando datos utiles para las politicas favorables a la igualdad de genero y abriendo nuevas lineas de investigacion al servicio de los grupos mas vulnerables. Se suma a este trabajo, la labor de diversas organizaciones sociales en el acceso de las ninas y jovenes a la educacion. A pesar de las iniciativas realizadas, lo cierto es que la paridad continua siendo un sueno en todos los niveles educativos africanos, incluido el nivel superior, objeto del presente trabajo. Tanto el alumnado como el profesorado de las universidades subsaharianas continuan siendo mayoritariamente masculino. Lograr la igualdad de genero en el continente requiere urgentemente del aumento de la financiacion publica y de politicas activas comprometidas con el acceso de las mujeres a los estudios superiores. Palabras clave: Mujer, Africa Subsahariana, Derecho a la Educacion, Educacion Superior, Igualdad de Genero","PeriodicalId":162204,"journal":{"name":"Journal of Supranational Policies of Education (JOSPOE)","volume":"26 9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116874967","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"La armonización en el Espacio Europeo de Educación Superior: El estado de la cuestión / Harmonization in the European higher education: State of the question","authors":"J. F. Cárdenas","doi":"10.15366/jospoe2015.3.014","DOIUrl":"https://doi.org/10.15366/jospoe2015.3.014","url":null,"abstract":"ABSTRACT This paper presents a comparative analysis of the current landscape of the new European Higher Education Area in the European Union with regard to the achievement of a real harmonization of the education systems of higher education in the countries that comprise it. In light of the proposed harmonization of Higher Education in the European Union, having as starting point the Sorbonne Declaration. Joint declaration on harmonization of the design of the European Higher Education System in 1988, is intended to analyze the actual state of the European harmonization of Higher Education, through the knowledge of national educational structures of the academic level and implementation in a number of selected countries. Key words: Higher Education, European Higher Education Area, Harmonization, European Union, Bologna Process. RESUMEN Este trabajo presenta un analisis comparado del panorama actual del nuevo Espacio Europeo de Educacion Superior de la Union Europea en lo referido a la consecucion de una armonizacion real de los sistemas educativos de Educacion Superior de los paises que lo conforman. A la luz de las propuestas de armonizacion de la Educacion Superior en la Union Europea, que tienen como punto de partida la Declaracion de la Sorbona. Declaracion conjunta para la armonizacion del diseno del Sistema de Educacion Superior Europeo en el ano 1988, se pretende realizar un analisis del estado real de dicha armonizacion de la Educacion Superior Europea, a traves del conocimiento de las estructuras educativas nacionales de este nivel academico y su implantacion en una serie de paises escogidos. Palabras clave: Educacion Superior, Espacio Europeo de Educacion Superior, Armonizacion, Union Europea, Proceso Bolonia.","PeriodicalId":162204,"journal":{"name":"Journal of Supranational Policies of Education (JOSPOE)","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131673134","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Estudios de género. Transferencia del conocimiento entre Europa y América Latina / Gender studies. Knowledge transfer between Europe and Latin America","authors":"Teresa Terrón, C. Monreal, Rocío Cárdenas, V. Pérez","doi":"10.15366/jospoe2015.3.008","DOIUrl":"https://doi.org/10.15366/jospoe2015.3.008","url":null,"abstract":"ABSTRACT In this paper we present the project (GENDERCIT) \"Gender and Citizenship\" coordinated by the University Pablo de Olavide and funded by the People Programme of the European Union, IRSES, one of Marie Curie actions, Seventh Framework Programme (FP7/ 2007 2013/under grantagreement 318960). Its main objective is to create an international scientific network to promote interdisciplinary studies, original and innovative. Since this project will study and analyze gender relations in various countries in Europe and Latin America, focusing on four areas: a) Citizenship, Equality of socialand political rights; b) violence of gender; c) education; d) migration. The transfer of knowledge between Europe (Spain, Portugal, Franceand Italy) and Latin America (Argentina and Mexico), was done through academic stays, joint training and research on the subject. Through the following pages analyze the need for gender studies in different areas, and present the design of our project and the results obtained so far, seeking to strengthen the network of researchers that is developing internationally. Moreover, we intend to promote gender studies in contexts where patriarchy is still deeply rooted in society, and in areas where gender inequalities are still very present. Key words: Gender, citizenship, knowledge transfer, European project RESUMEN En este articulo presentamos el proyecto GENDERCIT (Genero y Ciudadania) coordinado por la Universidad Pablo de Olavide y financiado por el Programa People de la Union Europea, IRSES, una de las acciones del Marie Curie, septimo programa marco (FP7/2007- 2013/under grant agreement 318960). Su objetivo principal es crear una red cientifica internacional para impulsar estudios de genero interdisciplinares, originales e innovadores. Desde este proyecto se estudian y analizan las relaciones de genero en diversos paises de Europa y America Latina, centrandonos en cuatro ambitos: a) Ciudadania, Igualdad de derechos sociales y politicos; b) violencia de genero; c) educacion; d) migraciones. La transferencia de conocimiento entre Europa (Espana, Portugal, Francia e Italia) y America Latina (Argentina y Mejico), se realiza a traves de estancias academicas, investigaciones conjuntas y formacion sobre la tematica. A traves de las siguientes paginas analizamos la necesidad de realizar estudios de genero en distinto ambitos, y presentamos el diseno de nuestro proyecto y los resultados obtenidos hasta el momento, buscando potenciar la red de investigadoras/es que se esta desarrollando a nivel internacional. Por otro lado, pretendemos impulsar estudios de genero en aquellos contextos donde el patriarcado esta aun muy arraigado en la sociedad, y en aquellos ambitos donde las desigualdades de genero siguen estando muy presentes. Palabras clave: Genero, ciudadania, transferencia de conocimiento, proyecto europeo","PeriodicalId":162204,"journal":{"name":"Journal of Supranational Policies of Education (JOSPOE)","volume":"34 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114130553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Impacto de las políticas educativas de coeducación de la UNESCO en países como Kenia e India/ Impact of educational policies of coeducation of UNESCO in Kenya and India","authors":"L. Portela","doi":"10.15366/jospoe2015.3.010","DOIUrl":"https://doi.org/10.15366/jospoe2015.3.010","url":null,"abstract":"ABSTRACT Declaration of Human Rights, proclaimed by the Unit Nations (NU), established education as a fundamental right of all human beings. What is more, it is the key that gives step to exercise the other rights. Accordingly, it should be quality and not exclude or discriminate anyone. Given the importance of providing all children a quality and universal education, we performed a study to take a close look at it. The present study goes through a supranational perspective (Valle, 2012) using the comparative methodology. To this end, it suits the steps set by Garcia Garrido (1982). The level of school attendance of women in countries like Kenya and India, reflects a low gender parity. However, following the promulgation of the guidelines established by UNESCO in the Jomtien Conference (1990) and Dakar (2000) there has been a change. We have observed that the literacy rate among women has increased. Nevertheless, it still observes the percentage of female school population remains below than men. Key words: Comparative Education, Coeducation, Basic Education, Womens Education, Kenia, India. RESUMEN La Declaracion de los Derechos Humanos promulgada por la ONU, establece la Educacion como un derecho fundamental de todos los seres humanos. Es mas, es la llave de paso para el ejercicio de los demas derechos. Por ello, debe ser de calidad y no excluir ni discriminar a ninguna persona. Dada la importancia de proporcionar a todos los ninos y ninas una educacion de calidad y universal, hemos realizado un estudio para profundizar sobre la tematica. El presente trabajo parte de una perspectiva supranacional (Valle, 2012) empleando la metodologia comparada. Para ello, se adaptan las fases establecidas por Garcia Garrido (1982). El porcentaje de escolarizacion de las mujeres, en paises como Kenia e India, refleja una baja paridad entre sexos. Sin embargo, a raiz de la promulgacion de las directrices establecidas por la UNESCO en las Conferencias de Jomtien (1990) y Dakar (2000) se ha producido un cambio. Hemos observado que la tasa de alfabetizacion en mujeres ha aumentado. Sin embargo, seguimos percibiendo que el porcentaje de poblacion femenina escolarizada sigue siendo inferior a la masculina. Palabras clave: Educacion Comparada, Coeducacion, Educacion basica, Educacion de la Mujer, Kenia, India.","PeriodicalId":162204,"journal":{"name":"Journal of Supranational Policies of Education (JOSPOE)","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126228843","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Elementos de la Unión Europea, la OCDE y la UNESCO / Elements of the European Union, the OECD and UNESCO analysis supranational","authors":"Noelia Fernández Represas","doi":"10.15366/jospoe2015.3.015","DOIUrl":"https://doi.org/10.15366/jospoe2015.3.015","url":null,"abstract":"ABSTRACT The changes which have occurred due to the interconnections produced by globalization, the rise of the international organizations and its effect on education have had an impact on the redefinition of the aims of education and its sense in the current context. This paper focuses on the analysis of international educational policies and their impact on national education policies. Thus, within a comparative methodology, a reflection on the elements of the educational policies of the EU, OECD and UNESCO is performed. To achieve this goal we will use an adaptation of a model of comparative education in which the following components are specified: the historical context; the principles, values, goal, purpose; the member states, its financing, method of work, internal organization, strategies, tools and educational paradigm based on the data collected and processed information arising from official documents of each institution's general conclusions. These three items, the components, the data collected and the information will allow us to define each agency and its particular conception of education. Key words: Supranational Education, International Organization, OECD, European Union, UNESCO, Education Policy. RESUMEN La interconexion de las sociedades actuales a raiz de la globalizacion, la proliferacion de los organismos internacionales y su implicacion en acciones educativas, suponen una serie de cambios como la redefinicion de los fines de la educacion y su sentido en el contexto actual. El presente articulo se enmarca dentro del campo de estudio de la Educacion Supranacional, la cual se centra en el analisis de las politicas educativas internacionales y su impacto en las politicas educativas nacionales. Asi, empleando la metodologia comparada, se realiza una reflexion sobre los elementos que componen las politicas educativas de la UE, la OCDE y la UNESCO. Para ello, se emplea una adaptacion del modelo empleado por Valle (2006), en el cual se especifican los siguientes componentes: contexto historico, principios, valores, meta, finalidad, paises miembros, financiacion, metodo de trabajo, organizacion interna, estrategias, instrumentos y paradigma educativo. Se destaca que los datos recabados y la informacion tratada surgen de la documentacion oficial de cada institucion. A partir de esta, se establecen las conclusiones generales que definen cada organismo y su particular concepcion de la educacion. Palabras clave: Educacion Supranacional, Organismos Internacionales, OCDE, Union Europea, UNESCO, Politica Educativa","PeriodicalId":162204,"journal":{"name":"Journal of Supranational Policies of Education (JOSPOE)","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124960288","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"El derecho a la educación como derecho fundamental y sus alcances en el derecho internacional de los derechos humanos / The right to education as a fundamental right and its reaches in international human rights law","authors":"Sebastián Scioscioli","doi":"10.15366/jospoe2014.2.001","DOIUrl":"https://doi.org/10.15366/jospoe2014.2.001","url":null,"abstract":"ABSTRACT Education in general has traditionally been studied from various perspectives from the field of politics, economics, sociology and science education, among others. However, in those areas are not many jobs that seek an approach to education as a fundamental right and provide an analytical framework to reflect and argue about the defense, validity and enforceability of the legal positions and the basic contents present on the right to education. The following pages provide an analytical framework to guide the reader in the development of this thesis. Firstly, we analyze a conceptualization of education as a fundamental right and then its structure will be discussed in terms of contents, from the international law of human rights, resulting in concrete obligations on States. In this task, we analyze in particular the obligational framework under the scheme of \"4 A\". Finally, we work over some ideas related to the importance of these contents, in terms of obligations of immediate and progressive development, so as to build the \"basic floor\" of the right to education as a fundamental right. Key words: right to education, fundamental right, international obligations of States RESUMEN La educacion en general ha sido estudiada tradicionalmente desde diversas perspectivas provenientes del campo de la politica, la economia, la sociologia y las ciencias de la educacion, entre otras. Sin embargo, en aquellos ambitos no abundan los trabajos que procuren un acercamiento a la educacion como derecho fundamental y que brinden paralelamente un marco de analisis para reflexionar y argumentar en torno a la defensa, vigencia y exigibilidad de las posiciones juridicas y de los contenidos basicos presentes en el derecho a la educacion. En las siguientes paginas ofrecemos un marco de analisis que guie al lector en el desarrollo de esta tesis. Se realizara una conceptualizacion de la educacion como derecho fundamental y seguidamente, se analizara su estructura en terminos de contenidos que, desde el derecho internacional de los derechos humanos, se traducen en obligaciones concretas a cargo de los Estados. En esta tarea, se analizara en particular el marco obligacional previsto por el esquema de las “4 A”. Finalmente, se formulara una reflexion vinculada con la importancia de estos contenidos, y su traduccion en obligaciones de cumplimiento inmediato y progresivo, en tanto fijan el “piso minimo” del derecho a la educacion como derecho fundamental. Palabras clave: derecho a la educacion, derecho fundamental, obligaciones internacionales de los Estados.","PeriodicalId":162204,"journal":{"name":"Journal of Supranational Policies of Education (JOSPOE)","volume":"112 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127980256","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Resultados em matemática do programa internacional de avaliaçao de estudiantes (PISA) na Argentina: Uma análise pela perspectiva de gênero / Resultados en evaluación de matemáticas ene l programa internacional de estudiantes (PISA) en Argentina (...)","authors":"Vanisse Simone Alves, Robson Siprakim","doi":"10.15366/jospoe2015.3.006","DOIUrl":"https://doi.org/10.15366/jospoe2015.3.006","url":null,"abstract":"ABSTRACT Este artigo apresenta os resultados iniciais de uma pesquisa que pretende analisar o desempenho das estudantes brasileiras e argentinas no Programa Internacional de Avaliacao de Estudante (PISA), em Matematica. Tambem se propoe a observar, por um vies estatistico, a metodologia utilizada na coleta/analise de dados, especialmente no uso de tecnicas de amostragem. Como metodologia deste trabalho, optou-se, inicialmente por se realizar uma revisao de literatura com varios autores, entre eles Louro (2004), Bordieu (1995), Souza e Ferreira (2010). Tambem foi feita uma pesquisa junto ao Banco de Teses da CAPES com os descritores genero; matematica; PISA. A base empirica utilizada foi o conjunto de dados do PISA 2000. Ha uma crenca generalizada de que as meninas tem menos aptidao para calculos do que os meninos. Em parte, essa “verdade naturalizada” se justifica pela visao androcentrica do mundo, que credita aos homens as tarefas mais complexas e as mulheres as atividades mais simples, menos ligadas ao racional. O resultado do PISA 2000 aponta uma inversao dessa logica, especialmente na Argentina. A analise aprofundada desses resultados, comparados com os do Brasil, contextualizados historicamente e entendidos pela perspectiva das questoes de genero, dos mecanismos avaliativos e das politicas educacionais podera contribuir significativamente para o enriquecimento do campo de estudo. Palavras-chave: PISA. Genero. Estatistica. RESUMEN Este articulo presenta los primeros resultados de un estudio que analiza el rendimiento de los estudiantes brasilenos y argentinos en el Programa para la Evaluacion Internacional de Alumnos (PISA) en Matematicas. Tambien se propone buscar un sesgo estadistico. A traves de la metodologia utilizada en la recopilacion / analisis de datos, especialmente en el uso de tecnicas de muestreo. Como metodologia de este estudio, se opto inicialmente por una revision de la literatura de varios autores, entre ellos Louro (2004), Bourdieu (1995), Souza y Ferreira (2010). Tambien hubo una encuesta realizada por la base de datos de tesis de la CAPES con los descriptores de genero; las matematicas; PISA. La base empirica utilizada fue el conjunto de datos de PISA 2000 Existe la creencia generalizada de que las ninas tienen menos aptitud para los calculos que los ninos. En parte, esta \"verdad naturalizada\" se justifica por la vision androcentrica del mundo, que atribuye a los hombres de las tareas mas complejas y las mujeres las actividades mas simples, menos vinculados al racional. Los resultados de PISA 2000 muestran una inversion de esa logica, sobre todo en Argentina. El analisis en profundidad de estos resultados, en comparacion con los de Brasil, historicamente contextualizada y entendido desde la perspectiva de las cuestiones de genero, los mecanismos de evaluacion y las politicas educativas podria contribuir de manera significativa al enriquecimiento del campo de estudio. Palabras clave: PISA. Genero. Estadistica","PeriodicalId":162204,"journal":{"name":"Journal of Supranational Policies of Education (JOSPOE)","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129990424","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}