Países emergentes como taxón en Educación Comparada e Internacional

Charl Wolhuter

doi:10.5944/reec.39.2021.29025

Autores/as

Charl Wolhuter North-West University

DOI:

https://doi.org/10.5944/reec.39.2021.29025

Palabras clave:

Alfabetización de Adultos, Educación Comparada e Internacional, Países en desarrollo, Países emergentes, Sur Global, Taxonomía

Resumen

Estudiosos de las bases teóricas y metodológicas del campo de la Educación Comparada y la Educación internacional lleva algún tiempo abogando por un mayor uso de los niveles de análisis supranacionales y también por la consideración de nuevos taxones supranacionales, en lugar de muchas de las agrupaciones supranacionales problemáticas utilizadas libremente por los académicos en esta disciplina. Este artículo argumenta el caso de hacer uso de los países emergentes como taxón en ella. El artículo revisa los argumentos a favor del nivel supranacional de análisis tal como presentan teóricos especializados, el estado actual de los análisis supranacionales y los taxones que son empleados por académicos en el campo. Después, los méritos de desarrollar un taxón de países emergentes son discutidos. El concepto de «países emergentes» fue introducido por el economista del Banco Mundial Antoine van Agtmael en 1981 y, desde entonces, ha sido elaborado en pocas ocasiones en diferentes circunscripciones donde el término ha tenido una recepción favorable (Ver Van Agtmael, 2013). A continuación, el autor presenta una agrupación tentativa y describe los contextos sociales y los proyectos educativos en estos países, y argumenta que estos países se presentan colectivamente como un laboratorio educativo particularmente dinámico en el mundo actual, digno de ser empleado como taxón en el campo académico de los estudios comparativos e internacionales de la Educación. También se hacen recomendaciones para las subcategorías.

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