CONICET | Buscador de Institutos y Recursos Humanos

This chapter intends to analyze the role of Latin Americanism in the United Nations Educational, Scientific and Cultural Organization (UNESCO).In addition, we will describe the most relevant aspects of the program implemented by this intergovernmental organization in the region.We will review its first years of operation (1946-1958), since this brief historical period will allow us to analyze a key issue in UNESCO?S institutionalization /specialization process: the emergence of its international ?experts? and the role of politicization in the evolution of the cooperation system in Latin America. An observation of UNESCO?S historical evolution based on its documentary files and our team?s empirical findings on academic field development in Latin America enable us to assert that this organization played a decisive role in the internationalization process of higher education and that regional governments displayed an active participation. This research is thus targeted at analyzing whether UNESCO?s intervention triggered specific historical situations of academic dependence (Beigel 2010) and/or expansion periods both of institutional autonomy and research and teaching agendas. From its outset in 1946 to the end of Luther Evan?s term of office in 1958, UNESCO consolidated gradually as a UN specialized agency. In the process, its organizational structure resulted from the organization?s increasing politicization and the growth of East-West, North-South international tensions. This intergovernmental structure featuring a balanced political representation of its member states was nonetheless beset by asymmetries deriving from states? differing monetary contributions. As a result, the universalist model of intellectual cooperation gave way to a regional model of technical assistance to developing countries. This latter model was encouraged both by the United States and

enviar mensaje