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Perfiles educativos

Print version ISSN 0185-2698

Abstract

PONCE-DIAZ, Nicolás; MARTINEZ-USARRALDE, María Jesús  and  BELTRAN-LLAVADOR, José. Comparative Social Mapping of Emerging Socio-Educational Narratives of UNESCO, World Bank, and OECD in Pandemic Context. Perfiles educativos [online]. 2024, vol.46, n.183, pp.57-75.  Epub Oct 07, 2024. ISSN 0185-2698.  https://doi.org/10.22201/iisue.24486167e.2024.183.61115.

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.

Keywords : Education; COVID-19; international organizations; social mapping; comparative education.

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