Implications of OECD recommendations for Higher Education in Latin America and the Caribbean

Abstract

The article discusses the recommendations of multilateral organizations for higher education, discussing the central role they assume in Latin America and Brazil, emphasizing the convergence of their guidelines for the historical tendency assumed by the Brazilian State to restrict the public and stimulate the private. The objective is to analyze important elements of the policies promoted by international organizations for the global education agenda, highlighting those underlying the discourse of the World Bank and the Organization for Economic Cooperation and Development (OECD), as well as the implications of these policies for the region. Bibliographic research on the theme with document analysis, seeking to apprehend the underlying, announced or veiled elements of the policies of these organizations to understand how they articulate or reveal contradictions with the hegemonic project of education determined by the capitalist mode of production. The theoretical framework explores and maps the guidelines of the BM and OECD documents for higher education and their implications on Latin America guided by the knowledge economy. The reflections present arguments that lead to the conclusion that the guidelines and prescriptions of educational policies led by multilateral organizations have been inducing neoliberal reforms and significantly interfering in higher education in Latin America and Brazil, being directly articulated to the principles of the knowledge economy.