ABSTRACT
The objective of this article is to analyze how and to what extent the rhetoric of multilateral organizations are aligned with the promotion of models of post-bureaucratic regulation of education in the Latin American context. Framed in the theory of regulation and in the notion of a global field of educational policy, this article seeks to contribute to the understanding of the discursive component of transnational regulation. Documents sponsored by three regional multilateral organizations published between 2012 and 2018 are analyzed: the Regional Bureau for Education in Latin America and the Caribbean (OREALC/UNESCO), the Inter-American Development Bank (IDB) and the Organization of Ibero-American States for Education, Science and Culture (OEI). The focus is on understanding how the discourse of these agencies is articulated on the government of education, as well as its links with the production context and its political character, in the sense that it expresses recommendations based on values and not merely techniques. It seeks to identify the dominant themes and approaches, and also the contradictions, variations, different emphases and alternative views.
Keywords:
Educational reform; Post-bureaucratic regulation; International organizations; Latin America