International discourses, the quality of education and public policies
The present reflection article compile the education approaches of different international organizations (ECLAC, UNESCO, World Bank, among others) to identify the essential concepts, regularities and discursive formations generated around the world about the formation of teachers, the education, and...
I tiakina i:
| Kaituhi matua: | |
|---|---|
| Hōputu: | Online |
| Reo: | Pāniora |
| I whakaputaina: |
Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP
2017
|
| Ngā marau: | |
| Urunga tuihono: | https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/1646 |
| Ngā Tūtohu: |
Kāore He Tūtohu, Me noho koe te mea tuatahi ki te tūtohu i tēnei pūkete!
|
| Whakarāpopototanga: | The present reflection article compile the education approaches of different international organizations (ECLAC, UNESCO, World Bank, among others) to identify the essential concepts, regularities and discursive formations generated around the world about the formation of teachers, the education, and its impact on the public policies of Latin American countries, including Colombia, during the last decades. The ideas presented arise from the research on the accreditation processes of the higher normal schools of the country in this century and the challenges they face. This section of the study was based on discourse analysis from archaeological and genealogical traits. |
|---|