Systemic vision of the technological educational context in Latin America

Abstract

The research aimed to diagnose the reality of Latin America in the technological educational context, from the perspectives of different international organizations. A documentary and interpretive study was designed using discursive hermeneutics to detect the similarities and differences found in the pronouncements made by these organizations; about the use and appropriation of pedagogical solutions based on digital technologies that are fundamental in the countries of this region to guarantee a comprehensive education in accordance with these globalized and post-pandemic times. The international entities selected for analysis, and which served as a reference sample for this diagnosis, were: the World Bank (WB); the Economic Commission for Latin America and the Caribbean (ECLAC); the United Nations Organization for Education, Science and Culture (UNESCO) and the Organization for Economic Cooperation and Development (OECD). The diagnosis was oriented towards the perception that these organizations have of the current reality and the solutions offered to solve the obstacles in the face of these realities. The results show discursive disparities regarding the existing technological-educational situation, as well as coincidences related to the aspects proposed to remedy these obstacles. It was concluded that the support received by these organizations around technology-based education in Latin American countries, should not be biased by the interests of the global economy that limit the autonomy of these people.