<?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>S0185-26982024000100057</article-id>
<article-id pub-id-type="doi">10.22201/iisue.24486167e.2024.183.61115</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Cartografía social comparada de las narrativas socioeducativas emergentes de la UNESCO, el Banco Mundial y la OCDE en contexto de pandemia]]></article-title>
<article-title xml:lang="en"><![CDATA[Comparative Social Mapping of Emerging Socio-Educational Narratives of UNESCO, World Bank, and OECD in Pandemic Context]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ponce-Díaz]]></surname>
<given-names><![CDATA[Nicolás]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martínez-Usarralde]]></surname>
<given-names><![CDATA[María Jesús]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Beltrán-Llavador]]></surname>
<given-names><![CDATA[José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Antofagasta Departamento de Educación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Valencia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Valencia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2024</year>
</pub-date>
<volume>46</volume>
<numero>183</numero>
<fpage>57</fpage>
<lpage>75</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0185-26982024000100057&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0185-26982024000100057&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0185-26982024000100057&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo busca explicar, en perspectiva comparada y sincrónica, los marcos de acción y reflexión bajo los cuales tres organismos internacionales abordaron las políticas educativas emanadas de la Agenda 2030 mediante el análisis de sus informes durante el 2020. Desde un enfoque metodológico, se utiliza el análisis de contenido y la cartografía social para analizar el campo discursivo de los tres organismos seleccionados, con el fin de revelar tendencias y posibles escenarios para la educación poscrisis. En consecuencia, mientras la OCDE y el Banco Mundial plantean el futuro de la educación bajo la lógica de tiempo lineal, es decir, en dirección hacia el progreso y crecimiento económico, donde la tecnología se erige como la herramienta articuladora y productora de hegemonía, la UNESCO lo hace desde la no linealidad (multitemporalidad) al configurar escenarios plurales para pensar, desde lo educativo, nuevas formas de humanidad.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article seeks to explain, in a comparative and synchronous perspective, the frameworks of action and reflection under which three international organizations addressed the educational policies emanating from the 2030 Agenda through the analysis of their reports during 2020. From a methodological approach, content analysis and social mapping are used to analyze the discursive field of the three selected organisms, in order to reveal trends and possible scenarios for post-crisis education. Consequently, while the OECD and the World Bank are considering the future of education under the linear logic of time, that is, in the direction of economic progress and growth, where technology stands as the articulating and producing tool of hegemony, UNESCO does so from the point of view of non-linearity (multi-temporality) by setting plural scenarios to think, from the educational point of view, new forms of humanity.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[COVID-19]]></kwd>
<kwd lng="es"><![CDATA[organismos internacionales]]></kwd>
<kwd lng="es"><![CDATA[cartografía social]]></kwd>
<kwd lng="es"><![CDATA[educación comparada]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[COVID-19]]></kwd>
<kwd lng="en"><![CDATA[international organizations]]></kwd>
<kwd lng="en"><![CDATA[social mapping]]></kwd>
<kwd lng="en"><![CDATA[comparative education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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