Thesis--Columbia University. / Includes bibliographical references.

In the literature democratic longevity in countries transitioning from authoritarian regimes to democracy is linked to economic development; four factors of economic development are identified: industrialization, education, urbanization, and growing wealth. Education is viewed as a primary factor for effective democratic participation and economic development. This thesis examines the relationship between level of democracy and educational outputs and outcomes. Does the level of democracy (political rights and civil liberties) have an effect on the levels of investment in education and measurable outcomes in education equity toward meeting the educational needs of the newly represented public? The expectation is that the increased scope of political participation and representation in new democratic regimes would result in higher government spending for education with implications for education equity. This study is conducted using a cross-sectional, longitudinal statistical model. The analysis is based on 18 Latin American countries over a thirty-eight-year period, from 1972 to 2010. To examine the connection between level of democracy and education equity, the study explores the effects of democracy on different levels of education, gender, and social class. In addition to the quantitative analysis, a qualitative component aims at contextualizing this relationship that is, examining closer the mechanism that underlies the connection between democracy and education equity in the cases of Mexico and Brazil

Orientador: Nilson Joseph Demange / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-08T05:34:36Z (GMT). No. of bitstreams: 1 HuamanCosi_Melchor_D.pdf: 642155 bytes, checksum: f3e94fbbdf347f38a82a7578557a2865 (MD5) Previous issue date: 2006 / Resumo: A pesquisa trata dos acontecimentos gerados a partir do desenvolvimento de políticas educativas no Peru na década de noventa dentro do contexto mundial e fundamentalmente no contexto da América Latina. Destacam-se, também, os acontecimentos causais mais importantes que provocaram essas mudanças no comportamento educativo, na procura de uma educação de qualidade e para a formação da cidadania. A ampliação da marginalidade social, como conseqüência da pobreza e do desemprego nos países chamados subdesenvolvidos, ou Cone Sul, limitam seu desenvolvimento, impossibilitando o aproveitamento dos benefícios que a modernidade oferece. Frente a tal panorama social, perturbador, surge como alternativa para reduzir essas distâncias sociais, a política social de Educação. Esta, é concebida como instrumento e mecanismo utilizados por várias sociedades para alcançar os ideais de paz, liberdade e justiça social. Elencar a Educação como direcionadora de melhores condições de vida à sociedade é perspectiva comum nos países latino-americanos e, com o apoio dos acordos assumidos em diferentes eventos, principalmente da participação no Projeto Principal de Educação para América Latina e Caribe (iniciado em 1979), e da Conferencia Mundial Educação para Todos (Jontiem, 1990), buscam promover a formulação de políticas educativas, considerando o contexto social da região, suas demandas sociais e possibilidades internas, que logo passam a ser prioridade do Estado. Objetiva-se, neste trabalho, apresentar o panorama histórico e analise do processo que acompanhou a mudança nas políticas educativas desenvolvidas no Peru durante essa década e as implicações dessas políticas / Abstract: The research inside deals with the events generated from the development of educative politics in Peru in the decade of ninety of the world-wide context and basically in the context of Latin America. The more important causal events are also distinguished, that they had provoked these changes in the educative behavior in the search of an education of quality and for the formation of the citizenship. The magnifying of the social marginality, as consequence of poverty and unemployment in the called countries underdeveloped, or South Cone, limits its development, disabling the exploitation of the benefits that modernity it offers. Front to such social, disturbing panorama, appears as alternative to reduce these social distances, the social politics of Education, as instrument and mechanism used by some societies to reach the ideals of peace, freedom and social justice. To detach the Education as direct by better conditions of life to the society is perspective common in the Latin American countries, and with the support of the agreements assumed in different events, mainly of the participation in the Main Project of Education for America Latina and the Caribbean (initiated in 1979), and World-wide Conference Education for All (Jontiem, 1990), searches to promote the formularization of educative politics, considering the social context of the region, its social demands and internal possibilities, that soon start to be priority of the State. Objective in this work to present the historical panorama and it analyzes of the process that followed the change in the educative politics developed in Peru during this decade and the implications of these politics / Doutorado / Politicas de Educação e Sistemas Educativos / Doutor em Educação

Orientador: Selma Borghi Venco / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-27T08:46:02Z (GMT). No. of bitstreams: 1 Baptiste_MendelJean_M.pdf: 1379906 bytes, checksum: f4416a5ecc748b2c83b51af98f6c47ff (MD5) Previous issue date: 2015 / Resumo: Este trabalho apresenta um estudo sobre a gestão democrática da educação no contexto das orientações e recomendações feitas para a América Latina e Caribe. À luz da gestão democrática da educação, o objetivo geral da pesquisa é analisar as concepções de gestão educacional presentes nos Organismos Internacionais para a América Latina e no Caribe durante os doze primeiros anos do século XXI (2000-2012). Neste sentido a análise refere-se, principalmente, a duas concepções de gestão educacional: a concepção técnico racional e a concepção sociocrítica. Os objetivos específicos são assim identificados: reconhecer as diferentes visões orientadas para uma gestão democrática da educação; identificar, baseando-se nos documentos das Agências Internacionais, se a equidade foi vista como mecanismo que contribui para gerir democraticamente a educação; identificar se conceitos como: democratização, descentralização, autonomia, e participação, têm sido considerados pelas Organizações Internacionais que influenciam a configuração da gestão dos sistemas educacionais na região. A pesquisa busca verificar em que medida as orientações e recomendações das Agências internacionais defendem uma configuração de gestão democrática nos sistemas educacionais dos países da América Latina e do Caribe durante o período considerado. Os fundamentos desta investigação pauta-se na análise documental, considerando Declarações, Relatórios e Conferências que são partes dos documentos oficiais dos Organismos. A análise da gestão democrática se concretiza a partir de teorias desenvolvidas por diversos pesquisadores acerca da gestão da educação, tais como: Gadotti (1994), Ferreira (2000), Arretche (2008), Cassasus (1995), Holanda (1997). Considera-se como resultado da presente dissertação que as orientações e recomendações defendem uma configuração limitada acerca da gestão democrática, com forte presença da opção neoliberal em sua política. Palavras-chave: gestão democrática; América Latina e Caribe; agências multilaterais; políticas educacionais / Abstract: This work presents an analysis about democratic management of education in the context of the orientations and recommendations made for Latin America and the Caribbean region. In light of democratic management of education, the global objective is to analyze the conceptions of educational management by international organizations, taking account theorical orientations and recommendations made for educational management in Latine America and the Caribbean region during the first twelve years of the XXI century (2000-2012). In this sense this analyze refers to two modalities of education management conceptions: technical rationality conception and social critical. The specific objectives are: recognize the different visions oriented to democratic management of education; identify, based on documents of International Agencies, whether equity has been considered as a mechanism that contributes to democratically manage education; identify whether terms such as: democratization, decentralization, autonomy and participation, have been taken into consideration by international organizations that assist in the configuration of educational systems management in the region. The investigation try to identify the dimensions of educational management in which the orientations and recommendations of the international Agencies, consider such a vision of democratic management of educational systems in Latin America and the Caribbean region during the period considered. The bases of this investigation is analyzes of some official documents, considering Declarations, Reports and internationals Conferences that are part of the official documents of those Organisms. The analysis of the democratic system management is materialized from theories developed by lots of eminent researchers concerning by educational management, such as Gadotti (1994), Ferreira (2000), Arretche (2008), Cassasus (1995), Holland (1997)¿ The result of this investigation highlights that the orientations and recommendations advocate a limited configuration in respect to democratic management, in which the ideal of neoliberal conception do not desist to triumph. Keywords: democratic management; Latin America and Caribbean; multilateral agencies; educational policies / Mestrado / Politicas, Administração e Sistemas Educacionais / Mestre em Educação

Text in Afrikaans / Bevrydingsonderwys is 'n verskynsel \vat wereldwyd voorkom. Dit word egter nie in alle werelddele dieselfde genoem nie. Popular Education in Latyns-Amerika, Progressiewe Onderwys in die VSA, Sosialistiese Onderwys in Tanzanie en People's Education in die RSA kan b)voorbeeld almal as voorbeelde van benydingsonderwys beskou word. In hierdie studie word die ontstaan, ontwikkeling, aard en wese van bovermelde onderwysvorme beskryf en vergelyk. Eers word aandag gegee aan die ontstaan en ontwikkeling van Popular Education en word die opvattings van onder andere Paulo Freire en Antonio Gramsci oor die verband tussen onderwys, bevryding en verandering bespreek. Daama word die historiese ontwikkeling van onderskeidelik Progressiewe Onderwys, Sosialistiese Onderwys en People's Education beskryf en bespreek. Die onderwysvorme word vervolgens met mekaar vergelyk en ooreenkomste en verskille blootgele. Ten slotte word bevrydingsonderwys aan die hand van opvoedkundige kriteria beoordeel en aanbevelings met betrekking tot onderwysverandering en -vemuwing in die RSA gemaak. / Education for liberation is a world-\"ide phenomenon. However, it is not named the same throughout the world. Popular Education in Latin America, Progressive Education in the USA Socialistic Education in Tanzania en People's Education in the RSA can, for instance, all be viewed as examples of education for liberation. In this study the origin, development and nature of the above-mentioned forms of education are described and compared. Firstly, the origin and development of Popular Education and the views of inter alia Paulo Freire and Antonio Gramsci regarding the relationship between education, liberation and change are discussed. Thereafter, the historical development of Progressive Education, Socialistic Education and People's Education are described and discussed. These forms of education are subsequently compared and similarities and differences are disclosed. Lastly, education for liberation is evaluated according to educational criteria and recommendations concerning educational change and renewal in the RSA are made. / Educational Studies / M. Ed. (Historiese Opvoedkunde)

Text in Afrikaans / Bevrydingsonderwys is 'n verskynsel \vat wereldwyd voorkom. Dit word egter nie in alle werelddele dieselfde genoem nie. Popular Education in Latyns-Amerika, Progressiewe Onderwys in die VSA, Sosialistiese Onderwys in Tanzanie en People's Education in die RSA kan b)voorbeeld almal as voorbeelde van benydingsonderwys beskou word. In hierdie studie word die ontstaan, ontwikkeling, aard en wese van bovermelde onderwysvorme beskryf en vergelyk. Eers word aandag gegee aan die ontstaan en ontwikkeling van Popular Education en word die opvattings van onder andere Paulo Freire en Antonio Gramsci oor die verband tussen onderwys, bevryding en verandering bespreek. Daama word die historiese ontwikkeling van onderskeidelik Progressiewe Onderwys, Sosialistiese Onderwys en People's Education beskryf en bespreek. Die onderwysvorme word vervolgens met mekaar vergelyk en ooreenkomste en verskille blootgele. Ten slotte word bevrydingsonderwys aan die hand van opvoedkundige kriteria beoordeel en aanbevelings met betrekking tot onderwysverandering en -vemuwing in die RSA gemaak. / Education for liberation is a world-\"ide phenomenon. However, it is not named the same throughout the world. Popular Education in Latin America, Progressive Education in the USA Socialistic Education in Tanzania en People's Education in the RSA can, for instance, all be viewed as examples of education for liberation. In this study the origin, development and nature of the above-mentioned forms of education are described and compared. Firstly, the origin and development of Popular Education and the views of inter alia Paulo Freire and Antonio Gramsci regarding the relationship between education, liberation and change are discussed. Thereafter, the historical development of Progressive Education, Socialistic Education and People's Education are described and discussed. These forms of education are subsequently compared and similarities and differences are disclosed. Lastly, education for liberation is evaluated according to educational criteria and recommendations concerning educational change and renewal in the RSA are made. / Educational Studies / M. Ed. (Historiese Opvoedkunde)