Texto de la tesis de Guy Burton para optar al grado de doctor en el london School of Economics: Social democracy in Latin America: Policymakers and education reform in Brazil and Chile, London, January 2009, (pp. 307).
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Abstract
What is social democracy in the Latin American and what has been its impact on public policy? I argue that it is a government’s origins and its use of the state and related institutions that shape the nature and content of social democracy. To illustrate this, three cases using governments and their approach to educational policy to 2007 are presented: the Concertación (since 1990) in Chile and the Cardoso (1995-2002) and Lula (since 2003) governments in Brazil.
The first part situates social democracy within the Latin American context. First, social democracy is defined ideologically and sociologically in relation to the wider Left-Right divide. Second, social democracy is distinguished between two models: the Third Way (which is more tolerant of inequality resulting from difference, the market and less associated with class concerns) and the Participatory Left (which has deeper roots in socialist ideology, state intervention and social movements). The section establishes that despite differences between each, Third Way and
Participatory Left social democrats adopt elite-based policymaking in government.
The second part analyses the impact of Third Way and Participatory Left social democracy on public (education) policy. The findings reveal broadly similar policy approaches, including a broader role for the state, curricular reform within the prevailing economic/education paradigm; increased (targeted) public spending; extensive use of evaluation/assessment mechanisms; and adoption of more representative means of participation with (organised) stakeholders. At the same time, policy content and relations with particular stakeholders (i.e. private interests, teachers and students) was also shaped by the institutional constraints and historical contexts faced by each government.
Índice
1. INTRODUCTION………………………………………………………………………………………………………..11
2. LATIN AMERICAN SOCIAL DEMOCRACY: THIRD WAY AND PARTICIPATORY
LEFTS IN BRAZIL AND CHILE……………………………………………………………………………………..31
3. ENGINEERING ELITES: ACCOUNTING FOR THE NATURE OF GOVERNMENTAL
POLICYMAKING IN EDUCATION IN BRAZIL AND CHILE………………………………………..55
4. FINDING THE RIGHT BALANCE: THE ROLE OF THE STATE AND SOCIAL
DEMOCRATIC GOVERNMENTS…………………………………………………………………………………..77
5. THE PURPOSE OF EDUCATION: SOCIAL DEMOCRATIC OBJECTIVES AND
CURRICULAR REFORM………………………………………………………………………………………………..96
6. SPENDING MORE?: PUBLIC EXPENDITURE ON EDUCATION AND SOCIAL
DEMOCRATIC GOVERNMENTS…………………………………………………………………………………116
7. MAKING US ALL MANAGERS?: THE USE OF ASSESSMENT AND EVALUATION
BY SOCIAL DEMOCRATIC GOVERNMENTS…………………………………………………………….143
8. NO PARTICIPATION WITHOUT REPRESENTATION: SOCIAL DEMOCRATIC
GOVERNMENTS AND PARTICIPATION IN THE EDUCATION SECTOR…………………160
9. A COMPROMISED POSITION: PRIVATE INTERESTS AND SOCIAL DEMOCRATIC
GOVERNMENTS………………………………………………………………………………………………………….182
10. LOBBYING FROM THE LEFT: TEACHERS AND SOCIAL DEMOCRATIC
GOVERNMENTS………………………………………………………………………………………………………….202
11. AN UNEQUAL RELATIONSHIP: STUDENTS AND SOCIAL DEMOCRATIC
GOVERNMENTS………………………………………………………………………………………………………….226
12. CONCLUSION…………………………………………………………………………………………………………244