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L[ HS (GX FDFLyQ %XUJXHVD 4t_PJV! 5\L]H0THNLU )HYUL[[9,PSURYLQJ+LJKHU (GXFDWLRQ3VUKYLZ!6WLU<UP ]LYZP[` 2HYHILS1`/HSZL`/ 3RZ HU DQG ,GHRORJ\ LQ (GXFDWLRQ 5\L]H@VYR! 6_MVYK <UP]LYZP[` 7YLZZ )LJRLY . +XPDQ &DSLWDO $ 7KHRUHWLFDO DQG (PSLULFDO $QDO\VLVZLWK6SHFLDO5HIHUHQFH WR (GXFDWLRQ *OPJHNV! <UP]LY ZP[`VM*OPJHNV7YLZZ 3H]HS * /D HVFXHOD QR HV XQDHPSUHVD(ODWDTXHQHROLE HUDO D OD HQVHxDQ]D S~EOLFD ! 4HKYPK!7HPKVZ Políticas educativas y el modelo de desarrollo dominante: un acercamiento crítico 291 Revista Realidad 120, 2009 4VYLUV 7 ¸;YHUZMVYTHJPV ULZ KL SH LK\JHJP}U Z\WLYPVY LU LS JVU[L_[V KL SH NSVIHS PaHJP}U LJVU}TPJH YL]VS\JP}U [LJUVS}NPJH ` LTWSLV¹ LU $SRUWHV5HYLVWDGHOD)DFXOWDG GH (FRQRPtD )<(7 (|V =00 5V 7\PNYVZZ ( 1HROLEHUDOLVP DQG(GXFDWLRQLQWKH$PHULFDV )V\SKLY*V!>LZ[]PL^7YLZZ :JO\S[a ; ,QYHVWPHQW LQ +XPDQ &DSLWDO 7KH 5ROH RI (GXFDWLRQDQG5HVHDUFK5\L]H @VYR!-YLL7YLZZ :LWS]LKH 3 ¸,S JVUJLW[V KL JVTWL[LUJPHZ SHIVYHSLZ LU SH LK\JHJP}U 5V[HZ WHYH LS LQLYJPJPV JYx[PJV¹ LU 8PEUDO 5V ;VYYLZ * ( (GXFDFLyQ SRGHU \ ELRJUDItD 'LiORJR FRQ HGXFDGRUHV FUtWLFRV 4t_PJV! :PNSV??0 NOTAS 1 292 Ambos economistas estadounidenses se hicieron acreedores al Premio Nobel de Economía. Schultz en 1979 y Becker en 1992. 2 La economía de la educación concibe al desarrollo económico de un país, como un proceso generalizado de acumulación de capital físico y humano, donde la educación tiene un lugar muy importante, precisamente en la conformación del capital humano. 3 Agencias gubernamentales, fundaciones privadas, y organizaciones internacionales como el Banco Mundial, Fondo Monetario Internacional y otras participan en forma activa en la promoción del capital humano. La teoría fue ampliamente difundida a través del patrocinio de publicaciones, conferencias internacionales y consultas con destacados responsables de la planificación educativa. 4 En la teoría de Schultz, que pretende la universalidad de su teoría de capital humano, cuando obviamente está vinculada una realidad concreta determinada; es decir, a determinados parámetros, políticos, económicos y sociales. Donde no se han dado eso parámetros, como es en Latinoamérica, la teoría se vuelve ideología. 5 El concepto de competencias surge en el ámbito de la psicología estadounidense de corte estructuralista vinculada a técnicas empresariales. La estructura básica del modelo de competencias surgió del Estudio de la Motivación Humana de David McClleland en los albores de la segunda guerra mundial. Políticas educativas y el modelo de desarrollo dominante: un acercamiento crítico