El currículum en tiempos de neoliberalismo.: La dominación internacional en la educación ecuatoriana
As in the Latin American region as a whole, neoliberal policies were applied in Ecuador, although in some cases these were partially curbed by popular resistance actions. In education, it meant the application of a true recipe book driven by multilateral funding agencies (WB, IMF, bits), which used...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2020 |
| País: | Ecuador |
| Institución: | Universidad Central del Ecuador |
| Repositorio: | Revista Anales |
| Idioma: | español |
| OAI Identifier: | oai:revistadigital.uce.edu.ec:article/2555 |
| Acceso en línea: | https://revistadigital.uce.edu.ec/index.php/anales/article/view/2555 |
| Access Level: | acceso abierto |
| Palabra clave: | neoliberalismo reforma curricular Ecuador América Latina Consenso de Washington currículo educación neoliberalism curricular reform Latin America Washington Consensus curriculum education |
| Sumario: | As in the Latin American region as a whole, neoliberal policies were applied in Ecuador, although in some cases these were partially curbed by popular resistance actions. In education, it meant the application of a true recipe book driven by multilateral funding agencies (WB, IMF, bits), which used the external debt as a mechanism of blackmail to get the State to comply with its “recommendations” without considering the characteristics, conditions and national needs. Th is in education had serious eff ects that, at the curricular level, were refl ected mainly in a weakening of public education and in fi nal results that demonstrated the ineff ectiveness of the measures to achieve the improvement of the levels of student learning, mainly of basic education. Th e theoretical lines of curricular reform were aimed at favoring the generation of unskilled labor and to reduce the content, which was also done without suffi cient resources and reducing the analytical and pedagogical capacity of teachers. Th e mark left by the frankly neo-liberal period (1980-2006) in the Ecuadorian curriculum has overcome criticism and remains to this day |
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