Policies and educational results in Latin America: a map compared to seven countries (2000-2015)

Abstract

This paper analyzes the educational policies which was implemented between 2000 and 2015 in Argentina, Brazil, Chile, Colombia, Mexico, Peru and Uruguay. The analysis method combines qualitative and quantitative approaches. The actual situation about of quality of learning seems worrying, but the evolution of analyzed indicators in that period expose a hopeful outlook. The process of plotting of policies make report about the dynamic agenda, characterized by expansion of the basic educational rights, changes of governability of educational systems, using textbooks and digital materials like shortcut of change in education, more flexibility of academicals regimes, proliferation of educational justice redistributive policies, big bet on policies for teaching and educational leadership like keys of educational changes, and boom of evaluations of the educational quality and massive policies of distribution of the computers to schools, among other outstanding characteristics. The analysis of the results of learning and evolution of additional educational keys indicators, in light of the analyzed policies, allowed to develop a set of hypotheses and reflections about possible ways of systemic improvements that looks for contribute to deep plural and rigorous reflection about improvement of education in Latin America.