En todo el mundo, los sistemas educativos han sido prisioneros de agendas globales hegemónicas (Ball, 2001; Dale, 2004) dirigidas por organismos y agencias internacionales, como la OCDE, el Fondo Monetario Internacional y el Banco Mundial, que determinan las políticas locales. Estas agendas están asociadas al Movimiento Global de Reforma Educativa - GERM (Fuller y Stevenson, 2019; Sahlberg, 2016), que difunde currículos básicos comunes prescritos y una cultura de evaluación estandarizada de "pruebas" (Broadfoot y Black, 2004; Marinho et al., 2019; Stobart, 2008) que han contribuido en gran medida a acentuar las desigualdades e injusticias frente a la heterogeneidad y diversidad de los y las estudiantes. Sin embargo, en contra de este movimiento liberal, se ha reafirmado un movimiento de educación crítica, basada en principios de democracia, justicia curricular, equidad y reconocimiento (Apple y Beane, 2000; Dubet, 2008; Fraser, 2008; Sampaio y Leite, 2018; Torres, 2013)

Around the world, education systems have been prisoners of hegemonic global agendas (Ball, 2001; Dale, 2004) directed by international organizations and agencies, such as the OECD, the International Monetary Fund and the World Bank, which determine local policies. These agendas are associated with the Global Education Reform Movement – GERM (Fuller and Stevenson, 2019; Sahlberg, 2016), which disseminates prescribed common core curricula and a culture of standardized “testing” assessment (Broadfoot and Black, 2004; Marinho et al. ., 2019; Stobart, 2008) that have largely contributed to accentuating inequalities and injustices in the face of the heterogeneity and diversity of students. However, against this liberal movement, a critical education movement has been reaffirmed, based on principles of democracy, curricular justice, equity and recognition (Apple and Beane, 2000; Dubet, 2008; Fraser, 2008; Sampaio and Leite, 2018; Torres, 2013)