Educación comparada o juegos de poder epistemológicos para dominar el mundo
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Este artículo sostiene que los mundos que ha explorado y explora la educación comparada se caracterizan por tres patrones políticos. El primero y más antiguo es el Estado nación competitivo como punto de partida de la comparación, un Estado educacionalizado, cuya fuerza relativa global en economía y su destreza militar se atribuyen al sistema educativo. El segundo patrón, fácilmente visible en la Guerra Fría, es la idea de una progresión casi estandarizada, vinculada al poder económico, militar y, por tanto, geopolítico. Y el patrón contemporáneo es que este nexo entre potencia mundial y educación puede desglosarse en pruebas comparadas de rendimiento escolar (por ejemplo, PISA) a través de las cuales las necesidades de reforma se formulan (casi automáticamente) en el ámbito local y en otros lugares. Si este análisis y su historia -que se ilustran a continuación- son siquiera aproximadamente exactos, la “educación comparada” debería replantearse algunos de sus supuestos básicos.
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