¿Ideología educativa mundial o reflexión idiosincrática?: el discurso pedagógico en España, Rusia (Unión Soviética) y China del siglo XX

espanolEl presente articulo compara el grado y las dimensiones de la internacionalizacion del conocimiento educativo en sociedades de distintas civilizaciones y vias de desarrollo: Espana, China, y Rusia/Union Sovietica.Pretende mostrar la,preterida en la literatura, relevancia del discurso pedagogico en la conformacion de la realidad educativa,complementando los numerosos analisis de los procesos socioeconomicos que conducen a la globalizacion.Para ello nos basamos en dos teorias sociologicas contrapuestas, la neo institucionalista de Stanford y la de los sistemas auto-referenciales de Luhmann y operacionalizamos el estudio en el volcado de revistas lideres del campo, en el que se analizaron varios anos por decada de todo el siglo XX. Los resultados obtenidos apuntan a que el conocimiento,las politicas y modelos educativos elaborados y diseminados internacionalmente son filtrados por criterios internos a cada sociedad que responden a marcos interpretativos en los que se funden tradiciones culturales,valores colectivos,fuerzas politicas e ideologias dominantes.Asi,mas que un proceso lineal que se incrementa exponencialmente en las ultimas decadas del siglo, nuestros datos apuntan a que la internacionalizacion,primero,es un proceso contingente,pues depende de los contextos economicos y sociopoliticos, y segundo, que alcanzo su maxima amplitud en los anos 30 con la extension de la ideologia de la Escuela Nueva. Los patrones de internacionalizacion responden, de esta forma, mas a la socio-logica de la externacionalizacion (como la define la teoria de los sistemas sociales auto-referenciales) que a fuerzas tendentes a la integracion y estandarizacion global (como asumen los modelos neo-institucionalistas de una sociedad mundial). EnglishThis article presents a comparative analyses aimed to investigate both the degree and the dimensions of the ? internationalisation? of educational knowledge in societies that differ considerably in terms of civilisation background and modernisation pace: Spain, Russia/Soviet Union and China. For this purpose, the article seeks to put forward some essential ideas.They refer, first, to the important role that educational discourse plays in shaping the educational reality of the present-day world, complementing the various analyses of socio-economic processes intended to globalisation. Thus, this study is based on two opposite sociological theories, the neo institutionalist, defended by Stanford, and that of the auto-referential systems, supported by Luhmann. Then, we also took as a reference the study of the top magazines dealing with this issue, and a set of years corresponding to different decades of the XXth century were analysed. century were analysed. The findings of the analyses show that knowledge, policies as well as elaborate and internationally disseminate educational models are leaked by means of internal criteria in every society framed by cultural traditions, a collective mentality, political forces and dominant ideologies.Therefore, it does not seem to be a linear process which has grown exponentially in the last decades of the past century, but these data prove that internationalisation is first a contingent process, since first it depends on economic and sociopolitical contexts, and second, it was widely spread during the 30's due to the extension of the ideology of the New School. Internationalisation patterns seem to be governed by the externalisation socio-logical, as it is defined by the theory of self-referential social systems, rather than by evolutionary forces leading to global integration and standardisation, as assumed by neo-institutionalist modes of an emerging world polity.