Resumo

BORTOT, Camila Maria  e  LARA, Ângela Mara de Barros. Advocacy practices for Latin American Early Childhood Education: the emphasis on successful practices by international agencies. J. Pol. Educ-s [online]. 2021, vol.15, e83096.  Epub 09-Abr-2022. ISSN 1981-1969.  https://doi.org/10.5380/jpe.v15i0.83096.

This article seeks, based on a research, to analyze the advocacy policies for Latin American early childhood education within the scope of multilateral organizations, led by the United Nations (UN), United Nations Educational, Scientific and Cultural Organization (UNESCO) and the Organization of American States (OAS), which, in the last years, have been encouraging member countries in the region to create and replicate the example of successful practices. In this sense, we ask: what are the advocacy actions of international organizations, closely linked to the themes of education and childhood, and what are their proposals to encourage the creation and replication of successful practices? After conceptually apprehending education global advocacy and the legal meanings of advocacy, it was concluded that advocacy, carried out by Unesco and the OAS in Latin American early childhood education, is mostly involved with evaluation studies of comprehensive care programs to childhood, emphasizing two axes: the non-formal with the co-participation of public and private subjects and the intersectorial with parental basis. Advocacy practices affirm international agreements and relative consensus and/or possible consensus among countries, disseminating regulatory criteria and procedures and symbolic analyses that justify reforms and procedures aimed to the message of the hegemonic economic culture.

Palavras-chave : Educational Policy; Education Global Advocacy; Childhood. Internacional Agencies.

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