The participation of the educational organizations in processes of educational reform in Latin America

Abstract

This paper questions the influence of teachers' organizations in the development of educational reforms in Argentina, Brazil, Chile and Mexico; countries that share the similarities of the socioeconomic and cultural matrix of Latin America; likewise the analysis places these processes within the framework of the democratic opening that the region lived from the eighties of the last century until its consolidation, in the first decade of the 21st century. In order to explain the positions and strategies of political action of teachers' organizations towards educational reforms, a qualitative methodology was used, supported by the following methods and approaches: the general theory of systems, the approach of public policies and comparative studies in social sciences. Finally, as a technique, documentary analysis was used, which was based on the use of data and causal reasoning. Throughout the work it is possible to identify a close relationship between the processes of political democratization and educational reform, as determinants of different routes for the professionalization of the teaching profession based on the action strategies of this guild, whose political weight was significantly enhanced during the analyzed period.