<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0185-2698</journal-id>
<journal-title><![CDATA[Perfiles educativos]]></journal-title>
<abbrev-journal-title><![CDATA[Perfiles educativos]]></abbrev-journal-title>
<issn>0185-2698</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Instituto de Investigaciones sobre la Universidad y la Educación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0185-26982019000100143</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Repensando la educación. Trayectoria y futuro de los sistemas educativos modernos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pallarès Piquer]]></surname>
<given-names><![CDATA[Marc]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chiva Bartoll]]></surname>
<given-names><![CDATA[Óscar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Planella]]></surname>
<given-names><![CDATA[Jordi]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[López Martín]]></surname>
<given-names><![CDATA[Ramón]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Jaume I Departamento de Pedagogía ]]></institution>
<addr-line><![CDATA[Castellón ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Jaume I Departamento de Educación y Didácticas Específicas ]]></institution>
<addr-line><![CDATA[Castellón ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universitat Oberta de Catalunya  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universitat de València  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2019</year>
</pub-date>
<volume>41</volume>
<numero>163</numero>
<fpage>143</fpage>
<lpage>157</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0185-26982019000100143&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0185-26982019000100143&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0185-26982019000100143&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este artículo tiene por objetivo reflexionar sobre la doble condición de las reformas educativas requeridas en las sociedades avanzadas: como elemento de conocimiento político-sociológico y como acción reguladora social. A nivel metodológico se plantea una hermenéutica de las principales representaciones del cambio educativo, y se subraya que las reformas no deben subordinarse sólo a las necesidades sociológicas del momento. En esta línea, se exponen las demandas de cambio acaecidas a partir de PISA, así como las críticas que este modelo de evaluación ha recibido. Los principales resultados de los estudios internacionales analizados indican que comparar sistemas educativos y alumnado a partir de PISA no permite aseverar que los mismos vínculos &#8220;causa-efecto&#8221; sean generalizables a todos los países. En conclusión, se insiste, por una parte, en la necesidad de atender al contexto social que ha de acoger cada reforma educativa y, por otra, en la necesidad de actuar en todos los ámbitos del sistema.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The purpose of this article is to reflect on the dual nature of educational reforms required by advanced societies: as an element of political-sociological knowledge, and as a social regulatory action. On the methodological level, the paper proposes a hermeneutic reading of the primary representations of educational change, and underscores that reforms should not be subordinated solely to the sociological needs of the moment. Accordingly, it identifies demands for change that emerged with PISA, as well as the critiques that this assessment model has received. The main results of the international studies analyzed show that comparison of educational systems and students based on PISA fails to prove that the same cause-and-effect relations can be generalized to all countries. In conclusion, it is found to be important, first, to address the social context in which each educational reform will be applied, and second, to act in all spheres of the system.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Reforma educativa]]></kwd>
<kwd lng="es"><![CDATA[PISA]]></kwd>
<kwd lng="es"><![CDATA[Política educativa]]></kwd>
<kwd lng="es"><![CDATA[Sistema educativo]]></kwd>
<kwd lng="es"><![CDATA[Eficacia escolar]]></kwd>
<kwd lng="en"><![CDATA[Educational reform]]></kwd>
<kwd lng="en"><![CDATA[PISA]]></kwd>
<kwd lng="en"><![CDATA[Educational policy]]></kwd>
<kwd lng="en"><![CDATA[Educational system]]></kwd>
<kwd lng="en"><![CDATA[School efficacy]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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