Abstract

It is commonsense that international agencies dictate courses of action for education Plenty of research shows how these mandates penetrate domestic policies However the way in which these mandates are inscribed in national reforms is not mere imposition or just discourse that does not impact on daily educational practices The case of two in Latin American countries will help to provide evidence against the previous approach since it does not consider many angles of the process In this paper from a discursive perspective and using a different intellective resources I will attempt to illustrate the re-signification of these international mandates in national reforms and the ways in which it involves positive and negative effects in educational practices that are worth analyzing