Changes in education policy in Latin America at the end of the 20th century: challenges in the 21st century

Abstract

This article addresses the different changes in educational policies in Ecuador, starting from an analysis of the historicity in Argentina, Chile and Mexico, as well as those factors adjacent to the consolidation of policies that should be reflected as improvements in the educational practices themselves. Thus, the data obtained from the biblio­graphic review of articles published in indexed journals allow us to recognize the changes and actions in these contexts since the end of the 20th century and how they are articulated, evolve and translate into public policies that respond to the contexts and needs of the 21st century.

From an interpretative paradigm and a qualitative research approach based on the literature review method, it is established to consider that educational processes are constantly updated, renewed and directed to the reality of learners. In this sense, student training should build a holistic educational profile that fosters critical and creative thinking and is an anchor for the resolution of conflicts in current and future societies.