Public educational policies: theoretical approaches and the challenges of implementation in the Latin American setting
Abstract
From a multi-disciplinary perspective, the article exam ines the evolution of public educational policy approaches in Latin America, from traditional to contemporary critical ones; it assesses the complexity of educational policies pro cesses since policy actors, particularly but not only educa tional actors, perform as active interpreters of official policy rules and orientations, thus re-signifying them according to their own subjectivities and environments. It stresses on the necessity to develop analytical frameworks best fitted to the rhetoric as well the institutional and the subjective dimensions of educational policies in order to effectively comprehend its implementation in the region’s settings of inequality, clientelism and institutional informality.
