<?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>1809-4309</journal-id>
<journal-title><![CDATA[Práxis Educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Práxis Educativa]]></abbrev-journal-title>
<issn>1809-4309</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - Ponta Grossa  ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-43092019000100009</article-id>
<article-id pub-id-type="doi">10.5212/praxeduc.v.14n1.001</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A política educacional global: conceitos e marcos teóricos chave]]></article-title>
<article-title xml:lang="en"><![CDATA[Global education policy: key concepts and theoretical frameworks]]></article-title>
<article-title xml:lang="es"><![CDATA[La política educativa global: conceptos y marcos teóricos clave]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Verger]]></surname>
<given-names><![CDATA[Antoni]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universitat Autònoma de Barcelona  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<volume>14</volume>
<numero>1</numero>
<fpage>9</fpage>
<lpage>33</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-43092019000100009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-43092019000100009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-43092019000100009&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este artigo sistematiza os principais componentes conceituais e teóricos da Política Educacional Global como um campo de estudos emergente. Os estudos sobre Política Educacional Global têm por objetivo analisar como se constitui a agenda educacional global, e o impacto de dinâmicas globais de distinta natureza na promoção da mudança educacional. A globalização produz múltiplos efeitos, tanto diretos quanto indiretos sobre a política educacional. A globalização tem gerado novos problemas educacionais e sociais que a política educacional deve enfrentar; intensificou o fluxo internacional e o intercâmbio de ideias sobre a reforma educativa; tem facilitado a constituição de redes transnacionais de especialistas; e tem gerado mudanças de escala nos processos de formulação de políticas educacionais. No entanto, a influência destas e de outras dinâmicas globais nos sistemas educativos nacionais nem sempre é fácil de se observar, distinguir ou rastrear empiricamente. Geralmente, o campo da política educacional se assemelha mais a um mercado desordenado de ideias sobre política educacional que, apesar de sua natureza hierárquica, não está estruturado de acordo com centros de difusão muito bem identificados e periferias receptivas, mas estrutura-se através de dinâmicas multi-escalares muito mais complexas. Como uma forma de abordar estes desafios, o artigo apresenta uma revisão das perspectivas teóricas, epistemológicas e metodológicas mais proeminentes que pesquisadores têm usado na relação entre globalização e mudança educacional, incluindo a teoria da cultura mundial, a economia política internacional, a teoria do empréstimo de políticas, o enfoque da mobilidade das políticas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This paper reflects on the main conceptual and theoretical components of global education policy as an emerging field of studies. Global education policy research looks at how global education agendas are being constituted, and by whom, and what are the implications of global dynamics of a different nature in the promotion of education policy change. Globalization produces multiple effects, both direct and indirect, on education policy systems. Globalization has generated new social and educational problems that education policy is expected to address; it has intensified the international flow and exchange of policy ideas on educational reform; it has facilitated the constitution of influential transnational networks of experts and, overall, has contributed to rescale policy-making processes in an unprecedented way. Nonetheless, the influence of these and other global developments in national education systems is not always easy to observe, distinguish or track empirically. Overall, the global education policy field resembles more a messy market of policy ideas that, albeit its hierarchical nature, is not structured according to very well defined centers of diffusion and receptive peripheries, but through more complex multi-scalar dynamics. As a way to address these challenges, the paper also reviews the most prominent theoretical, epistemological and methodological perspectives that scholars are using to study the relationship between globalization and educational change, including world culture theory, international political economy perspectives, policy borrowing and lending, or the policy mobilities approach.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este artículo sistematiza los principales componentes conceptuales y teóricos de la Política Educativa Global como un campo de estudios emergente. Los estudios sobre Política Educativa Global tienen por objetivo analizar cómo se constituye la agenda educativa global, y el impacto de dinámicas globales de distinta naturaleza en la promoción del cambio educativo. La globalización produce múltiples efectos, tanto directos como indirectos, sobre la política educativa. La globalización ha generado nuevos problemas educativos y sociales que la política educativa debe afrontar; ha intensificado el flujo internacional y el intercambio de ideas sobre reforma educativa; ha facilitado la constitución de redes transnacionales de expertos; y ha generado cambios de escala en los procesos de formulación de políticas educativas. No obstante, la influencia de éstas y otras dinámicas globales en los sistemas educativos nacionales no siempre es fácil de observar, distinguir o rastrear empíricamente. En general, el campo de la política educativa global se asemeja más a un mercado desordenado de ideas sobre política educativa que, a pesar de su naturaleza jerárquica, no está estructurado en base a centros de difusión muy claros, sino que se desarrolla más bien mediante dinámicas multi-escalares mucho más complejas. De cara a abordar estos desafíos, el artículo revisa también las perspectivas teóricas, epistemológicas y metodológicas más prominentes con las que abordar el estudio de la relación entre la globalización y el cambio educativo. Entre ellas, se incluyen la teoría de la cultura mundial, la economía política internacional, la teoría de los préstamos de políticas, o el enfoque de la movilidad de políticas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Globalização]]></kwd>
<kwd lng="pt"><![CDATA[Política educacional]]></kwd>
<kwd lng="pt"><![CDATA[Governança global]]></kwd>
<kwd lng="en"><![CDATA[Globalization]]></kwd>
<kwd lng="en"><![CDATA[Education Policy]]></kwd>
<kwd lng="en"><![CDATA[Global governance]]></kwd>
<kwd lng="es"><![CDATA[Globalización]]></kwd>
<kwd lng="es"><![CDATA[Política educativa]]></kwd>
<kwd lng="es"><![CDATA[Gobernanza global]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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