<?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>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022022000100783</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634202248248362esp</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[¿PISA desde la cuna? El Estudio Internacional de Aprendizaje Temprano e implicancias para América Latina]]></article-title>
<article-title xml:lang="en"><![CDATA[¿PISA from the crib? The International Early Learning Study and Latin America]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Urban]]></surname>
<given-names><![CDATA[Mathias]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guevara]]></surname>
<given-names><![CDATA[Jennifer]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moss]]></surname>
<given-names><![CDATA[Peter]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Dublin City University  ]]></institution>
<addr-line><![CDATA[Dublin ]]></addr-line>
<country>Irlanda</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,University College Institute of Education ]]></institution>
<addr-line><![CDATA[London ]]></addr-line>
<country>United Kingdom</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>48</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022022000100783&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022022000100783&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022022000100783&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En 2015 la Organización para la Cooperación y el Desarrollo Económico (OCDE) se embarcó una nueva iniciativa orientada a la primera infancia. El Estudio Internacional de Aprendizaje Temprano y Bienestar Infantil (IELS), también denominado PISA preescolar, es una nueva prueba internacional estandarizada para la educación temprana. Este trabajo sistematiza críticamente la emergencia y el desarrollo de la iniciativa IELS; examina las principales críticas realizadas a este dispositivo desde la comunidad académica y reflexiona sobre las potenciales implicancias para América Latina. A partir de una revisión crítica de la información pública disponible sobre la iniciativa y los trabajos académicos publicados hasta el momento, el artículo analiza la emergencia, desarrollo y resultados de la primera onda de IELS. Los resultados muestran que IELS se construye alrededor de tres reduccionismos principales: la reducción de lo político a lo técnico, la reducción de la diversidad a una comparación descontextualizada entre países y la reducción del aprendizaje compartido a una red global de testeo y medición. El texto concluye con algunas reflexiones en torno al poder blando que ejercen las evaluaciones estandarizadas en las infancias de América Latina.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In 2015 the Organisation for Economic Co-operation and Development (OECD) started a new initiative oriented to early childhood. The International Early Learning and Well-being study, also known as pre-school PISA, is an international standardised test for early childhood education. This article aims to (1) critically systematise the discussion around IELS, (2) examine the main critiques and (3) reflect on the potential implications for Latin America. Drawing on a critical revision of available information and recently published academic work, this paper analyses the emergence, development and results of the first round of IELS. Then, it argues that IELS is constructed around three main reductions: the reduction of the political to the technical, the reduction of diversity to decontextualised comparison and the reduction of shared learning to a network of global testing and measurement. Finally, it presents some final reflections around the soft power of standardised testing in early childhood in Latin America from the lenses of decoloniality and the diversity of contexts in and within the region.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación de la primera infancia]]></kwd>
<kwd lng="es"><![CDATA[PISA preescolar]]></kwd>
<kwd lng="es"><![CDATA[Evaluaciones estandarizadas]]></kwd>
<kwd lng="es"><![CDATA[Organismos internacionales]]></kwd>
<kwd lng="es"><![CDATA[América Latina]]></kwd>
<kwd lng="en"><![CDATA[Early childhood education]]></kwd>
<kwd lng="en"><![CDATA[Pre-school]]></kwd>
<kwd lng="en"><![CDATA[PISA]]></kwd>
<kwd lng="en"><![CDATA[Sstandardised testing]]></kwd>
<kwd lng="en"><![CDATA[OECD]]></kwd>
<kwd lng="en"><![CDATA[Latin America]]></kwd>
</kwd-group>
</article-meta>
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