Política educativa de la UNESCO: Reflexiones desde un modelo de análisis supranacional

Abstract

INTRODUCTION. Thanks to globalization and the proliferation of ICTs we live in a interconnected world. As a result, education cannot be understood only from a national perspective. Supranational organizations are becoming increasingly important and influential, in both the design of educational policies and reforms of our education systems. METHODOLOGY. We study UNESCO's Supranational Education Policyt from a historical perspective, with the purpose to understanding its present policy. So we follow the methodology that Berrio (1994) proposes for educational studies. In these studies, there are three stages: heuristics, hermeneutics and exposition. To analyze the data, we use the analytical model developed by Valle (2013). It details several interpretive parameters such as the following: the actors, the dynamics of policy design, implementation strategies, ideologies, values, educational systems and the context in which the organisms emerge. These are treated in a holistic and integrated manner, as they are deeply interrelated. RESULTS. The data arisen from the official documentation of the institution is treated, focusing especially on their foundation process, on organs of internal management, the programs and the activities carried out. DISCUSSION. Finally, we focus on the confrontation of ideas that several authors provide on the information that has been provided to set out the final conclusions. In addition, we provide an overview which shows the interplay of interpretive displays parameters used in the model methodology, under the Supranational Education approach.