<?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>1981-1969</journal-id>
<journal-title><![CDATA[Jornal de Políticas Educacionais]]></journal-title>
<abbrev-journal-title><![CDATA[J. Pol. Educ-s]]></abbrev-journal-title>
<issn>1981-1969</issn>
<publisher>
<publisher-name><![CDATA[Núcleo de Políticas Educacionais da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-19692021000100408</article-id>
<article-id pub-id-type="doi">10.5380/jpe.v15i0.83096</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[As práticas de advocacy para a Educação Infantil latino-americana: a ênfase em práticas exitosas pelas agências internacionais]]></article-title>
<article-title xml:lang="en"><![CDATA[Advocacy practices for Latin American Early Childhood Education: the emphasis on successful practices by international agencies]]></article-title>
<article-title xml:lang="es"><![CDATA[Prácticas de advocacy para la Educación Infantil en América Latina: el énfasis en las prácticas exitosas de las agencias internacionales]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bortot]]></surname>
<given-names><![CDATA[Camila Maria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lara]]></surname>
<given-names><![CDATA[Ângela Mara de Barros]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universitário de Maringá  ]]></institution>
<addr-line><![CDATA[Maringá PR]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>15</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-19692021000100408&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-19692021000100408&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-19692021000100408&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo busca, a partir de uma pesquisa, analisar as políticas de advocacy para a educação infantil latino-americana no âmbito dos organismos multilaterais, protagonizadas pela Organização das Nações Unidas (ONU), Organização das Nações Unidas para a Educação, a Ciência e a Cultura (Unesco) e a Organização dos Estados Americanos (OEA), que, nos últimos anos, vem incentivando países membros da região a criar e a replicar a exemplo das práticas exitosas. Nesse sentido indagamos: quais são as ações de advocacy dos organismos internacionais, ligados intimamente aos temas da educação e da infância, e quais suas proposições em incentivar a criação e replicação de práticas exitosas? Após apreender conceitualmente a education global advocacy e as significações legais sobre advocacy, concluiu-se que a advocacy, protagonizada pela Unesco e OEA na educação infantil latino-americana, imbrincam-se, em sua maioria, com estudos de avaliação de programas de atenc&#807;a&#771;o integral a&#768; infa&#770;ncia, enfatizando dois eixos: o não-formal com a coparticipação de sujeitos públicos e privados e o intersetorial com base parental. As práticas de advocacy afirmam os acordos internacionais e relativos consensos e/ou consensos possíveis entre os países, disseminando critérios e procedimentos de regulação e análises simbólicas que justifiquem reformas e procedimentos voltados para mensagem da cultura econômica hegemônica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo busca, a partir de la investigación, analizar las políticas de advocacy de la educación infantil en América Latina en el ámbito de los organismos multilaterales, liderados por las Naciones Unidas (ONU), las Naciones Unidas para la Educación, la Ciencia y la Cultura (Unesco) y la Organización de los Estados Americanos. (OEA), que en los últimos años han estado alentando a los países miembros de la región a crear y replicar el ejemplo de prácticas exitosas. En este sentido, nos preguntamos: ¿cuáles son las acciones de advocacy de los organismos internacionales, estrechamente vinculados a los temas de educación e infancia, y cuáles son sus propuestas para incentivar la creación y replicación de prácticas exitosas? Luego de aprehender conceptualmente la education global advocacy y los significados legales de la advocacy, se concluyó que la advocacy, realizada por la Unesco y la OEA en la educación infantil latinoamericana, se involucra mayoritariamente con estudios de evaluación de programas de atención integral a la niñez, enfatizando dos ejes: lo no formal con la coparticipación de sujetos públicos y privados y lo intersectorial con base parental. Las prácticas de advocacy afirman acuerdos internacionales y consensos relativos y/o posibles consensos entre países, difundiendo criterios y procedimientos normativos y análisis simbólicos que justifican reformas y procedimientos dirigidos al mensaje de la cultura económica hegemónica.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Política Educacional]]></kwd>
<kwd lng="pt"><![CDATA[Education Global Advocacy]]></kwd>
<kwd lng="pt"><![CDATA[Infância]]></kwd>
<kwd lng="pt"><![CDATA[Agências Internacionais]]></kwd>
<kwd lng="en"><![CDATA[Educational Policy]]></kwd>
<kwd lng="en"><![CDATA[Education Global Advocacy]]></kwd>
<kwd lng="en"><![CDATA[Childhood. Internacional Agencies]]></kwd>
<kwd lng="es"><![CDATA[Política educativa]]></kwd>
<kwd lng="es"><![CDATA[Education Global Advocacy]]></kwd>
<kwd lng="es"><![CDATA[Infancia]]></kwd>
<kwd lng="es"><![CDATA[Agencias internacionales]]></kwd>
</kwd-group>
</article-meta>
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