Gobernanza de la educación superior: el papel de las ideas en las políticas

Autores/as

DOI:

https://doi.org/10.35362/rie8313866

Palabras clave:

Educación superior, Sistemas, Gobernanza, Ideas

Resumen

En la investigación de la educación superior existe hoy un giro que resalta la importancia de las ideas en todas las dimensiones de la organización académica. El presente artículo propone un marco analítico para observar el rol de las ideas en la gobernanza de los sistemas de educación superior. Con este fin, indaga cómo se manifiesta el poder ideacional –esto es, el poder ejercido a través, sobre y en las ideas– en relación con las principales dimensiones de la gobernanza (regulaciones estatales, encuadramiento de las partes interesadas, autogobierno académico y gerencial, competencia y financiamiento). A continuación, se pone a prueba este marco para hacer un examen general de las principales tendencias de la gobernanza en la educación superior contemporánea. El artículo finaliza con un resumen y una reflexión general, basada en los análisis anteriores, sobre el papel de las ideas en la gobernanza.

Descargas

Los datos de descargas todavía no están disponibles.

Biografía del autor/a

José Joaquín Brunner, Universidad Diego Portales (UDP), Chile

Sociólogo, PhD por la Universidad de Leiden, Países Bajos, Profesor Titular de la Universidad Diego Portales de Chile donde dirige la Cátedra UNESCO de Políticas Comparadas de Educación Superior. Sus líneas de investigación son sociología comparada de políticas y sistemas de educación superior, economía política y gobernanza de sistemas nacionales de educación superior, y análisis organizacional de mercados de la educación superior.

Francisco Ganga, Universidad de Tarapacá (UTA), Chile

Administrador Público, Licenciado en Administración, Magíster en Administración de Empresas, Doctorado en Administración de Empresas, Doctorado en Gestión Estratégica y Negocios Internacionales y Postdoctorado en Ciencias Humanas. Consultor Internacional, Profesor Titular del Departamento de Educación de la Facultad de Educación y Humanidades de la Universidad de Tarapacá-Chile e Investigador Instituto Interuniversitario de Investigación Educativa (IESED). Web personal: franciscoganga.cl

Emilio Rodríguez-Ponce, Universidad de Tarapacá (UTA), Chile

Profesor Titular y Rector de la Universidad de Tarapacá. Doctor en Ciencias Económicas y Empresariales por la Universidad Complutense de Madrid y Doctor en Ciencias de la Educación por la Universidad Autónoma de Barcelona. Sus líneas de investigación consideran el campo de la educación superior, los procesos de toma de decisiones, la gestión del conocimiento y el liderazgo.

Citas

Althusser, L. (1967). “Marxismo y Humanismo”. En La revolución teórica de Marx. Buenos Aires: Siglo XXI.

Ball, S. (2017). Laboring to Relate: Neoliberalism, Embodied Policy, and Network Dynamics, Peabody Journal of Education, 92(1), 29-41.

Barriga, V. M. (2018). Movimientos sociales y consecuencias político institucionales. Del movimiento universitario 2011 a la Reforma en educación superior en Chile. Persona y Sociedad, 32(2), 46-68.

Ben-David, J. y Zloczower, A. (1962). Universities and academic systems in modern societies. European Journal of Sociology/Archives Européennes de Sociologie, 3(1), 45-84.

Birnbaum, R. y Snowdon, K. (2003). Management fads in higher education. The Canadian Journal of Higher Education, 33(2).

Bleiklie, I. (2018). New public management or neoliberalism, higher education. Encyclopedia of international higher education systems and institutions. Dordrecht, Netherlands: Springer.

Broucker, B., de Wit, K. y Leisyte, L. (2016). Higher education reform: a systematic comparison of ten countries from a new public management perspective. En: R. M. O. Pritchard, A. Pausits y J. Williams (Eds.), Positioning higher education institutions: from here to there (pp. 19-39). Rotterdam/Boston/Taipei: Sense Publishers.

Broucker, B., De Wit, K. y Verhoeven, J. C. (2018). Higher education for public value: taking the debate beyond New Public Management. Higher Education Research & Development, 37(2), 227-240.

Brunner, J. J. (2009). Educación superior en Chile: instituciones, mercados y políticas gubernamentales (1967-2007). Santiago, Chile: Ediciones Universidad Diego Portales.

Brunner, J. J. (2015). Medio siglo de transformaciones de la educación superior chilena: Un estado del arte. En: A. Bernasconi (Ed.), La Educación Superior en Chile: Transformación, Desarrollo y Crisis (pp. 21-107). Santiago, Chile: Universidad Católica de Chile.

Brunner, J. J. y Ganga, F. A. (2016). Dinámicas de transformación en la educación superior latinoamericana: Desafíos para la gobernanza. Opción, 32(80), 12-35.

Brunner, J. J., Labraña, J., Ganga, F. y Rodríguez Ponce, E. (2019b). Circulación y Recepción de la Teoría del “Academic Capitalism” en América Latina. Education Policy Analysis Archives, 27(79).

Brunner, J. J., Labraña, J., Ganga, F. y Rodríguez-Ponce, E. (2019a). Idea moderna de universidad: de la torre de marfil al capitalismo académico. Educación XX1, 22(2), 119-140.

Bucchi, M. (2014). Norms, competition and visibility in contemporary science: The legacy of Robert K. Merton. Journal of Classical Sociology, 15(3), 233–252.

Bustelo, N. (2018). Un fantasma que recorrió América Latina A 100 años de la Reforma Universitaria. Nueva Sociedad, 275.

Capano, G. y Pritoni, A. (2019). Varieties of hybrid systemic governance in European Higher Education. Higher Education Quarterly, 73(1), 10-28.

Carstensen, M. y Schmidt, V. (2016). Power through, over and in ideas: conceptualizing ideational power in discursive institutionalism. Journal of European Public Policy, 23(3), 318-337.

Chou, M-H., Jungblut, J., Ravinet, P. y Vukasovic, M. (2017). Higher education governance and policy: an introduction to multi-issue, multi-level and multi- actor dynamics. Policy and Society, 36(1), 1-15.

Clark, B. R. (1977). Academic power in Italy. Bureaucracy and oligarchy in a national university system. Chicago: University of Chicago Press.

Clark, B. R. (1986). The higher education system: Academic organization in cross-national perspective. Berkeley/Los Angeles: University of California Press.

Clark, B. R. (1998). Creating entrepreneurial universities: Organizational pathways of transformation. Issues in higher education. Oxford/New York: Pergamon Press.

Cobban, A. B. (2017). The Medieval English Universities: Oxford and Cambridge to c. 1500. London and New York: Routledge.

de Boer, H., Enders, J. y Schimank, U. (2008). Introduction. En: N. C. Soguel y P. Jaccard (Eds.), Governance and Performance of Education Systems (pp. 35-54). Netherlands: Springer.

de Boer, H., File, J., Huisman, J., Seeber, M., Vukasovic, M. y Westerheijden, D. F. (2017). Structural reforms in European higher education: Concluding reflections. En: H. de Boer, J. File, J. Huisman, M. Seeber, M. Vukasovic y D. Wsterheijden (Eds.), Policy analysis of structural reforms in higher education (pp. 269-287). Cham: Springer:

Deem, R. (2017). New managerialism in higher education. En: Encyclopedia of international higher education systems and institutions (pp. 1-7). Dordrecht, Netherlands: Springer.

Dobbins, M. y Knill, C. (2017). Higher education governance in France, Germany, and Italy: Change and variation in the impact of transnational soft governance. Policy and Society, 36(1), 67-88.

Ferlie, E., Musselin, C. y Andresani, G. (2008). The steering of higher education systems: A public management perspective. Higher education, 56(325).

Ferlie, E., Musselin, C., y Andresani, G. (2009). The governance of higher education systems: A public management perspective. En: C. Paradeise, E. Reale, I. Bleiklie y E. Ferlie, University governance (pp. 1-19): Dordrecht: Springer.

Fernández, C., Vásquez, G. y Correidora, Q. (2007). La importancia de los stakeholders de la organización: un análisis empírico aplicado a la empleabilidad del alumnado de la universidad española. Investigaciones europeas de dirección y economía de la empresa, 13(2), 13-32.

Ferreyra, M.M., Avitabile, C., Botero Álvarez, J., Haimovich Paz, F. y Urzúa, S. (2017). At a Crossroads: Higher Education in Latin America and the Caribbean. Washington D.C.: International Bank for Reconstruction and Development / The World Bank.

Finn, M. (2018). The Never-Ending Crisis in British Higher Education. En: T. Geelan, M. González Hernando y P. Walsh (Eds.), From Financial Crisis to Social Change (pp. 33-51). Cham: Palgrave Macmillan.

Fleetwood, J. (2016). Narrative habitus: Thinking through structure/agency in the narratives of offenders. Crime, Media, Culture, 12(2), 173-192.

Ganga-Contreras, F., Quiroz, J. y Fossatti. P. (2016). Análisis sincrónico de la gobernanza universitaria: una mirada teórica a los años sesenta y setenta. Educación y Pesquiza, 42(3), 1-16.

Ganga-Contreras, F., Pérez, A. y Mansilla, J. (2018). Paradigmas emergentes en la Gobernanza universitaria: una aproximación teórica. Utopía y Praxis Latinoamericana, 23(83), 123-136.

Garritzmann, J. L. (2016). The Political Economy of Higher Education Finance. The Politics of Tuition Fees and Subsidies in OECD Countries, 1945-2015. Basingstoke: Palgrave Macmillan.

Hall, P. A. (1993). Policy paradigms, social learning, and the state: the case of economic policymaking in Britain. Comparative politics, 25(3), 275-296.

Howarth, D. (2010). Power, discourse, and policy: articulating a hegemony approach to critical policy studies. Critical Policy Studies, 3(3-4), 309-335.

Howlett, M. y Mukherjee, I. (2017). Policy formulation: where knowledge meets power in the policy process. En: M. Howlett e I. Mukherjee (Eds.), Handbook of policy formulation (pp. 3-22). Cheltenham, UK and Northampton, US: Edward Elgar Publishing.

Hughes, G. (2011). Political correctness: a history of semantics and culture. Nueva Jersey, UK: Wiley-Blackwell.

Hüther, O. y Krücken, G. (2018). Recent Reforms in the German Higher Education System. En: Higher Education in Germany–Recent Developments in an International Perspective (pp. 9-37). Cham: Springer.

Jessop, B. (2016). Putting higher education in its place in (East Asian) political economy. Comparative education, 52(1), 8-25.

Jessop, B. (2017). Varieties of academic capitalism and entrepreneurial universities. Higher Education, 73(6), 853-870.

Johnstone, B. (2016). Financing American Higher Education in the 21st Century: What Can the United States Learn from Other Countries? Virginia: National Commission on Financing 21st Century Higher Education.

Johnstone, B. y Marcucci, P. (2010). Financing Higher Education Worldwide: Who Pays? Who Should Pay? Baltimore: The Johns Hopkins University Press.

Johnstone, D. B. (2017). Cost-Sharing in Financing Higher Education. En: J. Shin y P. Teixeira (Eds.), Encyclopedia of International Higher Education Systems and Institutions. Dordrecht, Netherlands: Springer.

Jongbloed, B. (2003). Marketisation in higher education, Clark’s triangle and the essential ingredients of markets. Higher Education Quarterly, 57(2), 110-135.

Jongbloed, B. y Vossensteyn, H. (2016). University funding and student funding: international comparisons. Oxford Review of Economic Policy, 32(4), 576-595.

Jongbloed, B., Enders, J. y Salerno, C. (2008). Higher education and its communities: Interconnections, interdependencies and a research agenda. Higher education, 56(3), 303-324.

Jungblut, J. y Vukasovic, M. (2018). Not all markets are created equal: re-conceptualizing market elements in higher education. Higher Education, 75(5), 855-870.

Kivistö, J. y Kohtamäki, V. (2016). Does Performance-Based Funding Work? Reviewing the Impacts of Performance-Based Funding on Higher Education Institutions. In R.M.O. Pritchard, A. Pausits y J. Williams (Eds.), Positioning Higher Education Institutions From Here to There (pp. 215–226). Rotterdam: Sense Publishers.

Koryakina, T. (2018). Revenue Diversification, Higher Education. En: J.C. Shin y P. Teixeira (Eds.), Encyclopedia of International Higher Education Systems and Institutions. Dordrecht, Netherlands: Springer.

Krücken, G. y Meier, F. (2006). Turning the university into an organizational actor. En: G. S. Drori, J. W. Meyer y H. Hwang (Eds.), Globalization and organization: World society and organizational change (pp. 241-257). Oxford: Oxford University Press.

Krüger, K., Parellada, M., Samoilovich, D. y Sursock. A. (2018). Introduction. En: K. Krüger, M. Parellada, D. Samoilovich y A. Sursock (Eds.), Governance Reforms in European University Systems. The Case of Austria, Denmark, Finland, France, the Netherlands and Portugal (pp. 1-10). New York: Springer International Publishing.

Labraña, J. y Brunner, J.J. (2020). Internacionalización en una cultura global: el caso chileno y la lógica de privatización en la educación superior. En: P. Birle (Ed.), Políticas comparadas de internacionalización de la educación superior en América Latina. Buenos Aires: Universidad Nacional de La Matanza y Ibero-Amerikanisches Institut.

Labraña, J., Brunner, J. J. y Álvarez, J. (2019). Entre el centro cultural y la periferia organizacional: la educación superior en América Latina desde la teoría de sistemas-mundo de Wallerstein. Estudios Públicos, 156, 130-141.

Lazzeretti, L. y Tavoletti, E. (2006). Governance shifts in higher education: A cross-national comparison. European Educational Research Journal, 5(1), 18-37.

Le Goff, J. (2009). Los intelectuales en la Edad Media. Barcelona: Gedisa.

Levi-Faur, D. (2010). Regulation & regulatory governance. Jerusalem Papers in Regulation & Governance, Working Paper, 1.

Levy, D. (1981). Comparing authoritarian regimes in Latin America: Insights from higher education policy. Comparative Politics, 14(1), 31-52.

Levy, D. (2016). Private Higher Education. En: J. Shin y P. Teixeira (Eds.), Encyclopedia of International Higher Education Systems and Institutions. Dordrecht, Netherlands: Springer.

Locke, W. (2009). Reconnecting the Research–Policy–Practice Nexus in Higher Education: ‘Evidence-Based Policy’ in Practice in National and International Contexts. Higher Education Policy, 22(2), 119-140.

Maassen, P., Gornitzka, Å. y Fumasoli, T. (2017). University reform and institutional autonomy: A framework for analysing the living autonomy. Higher Education Quarterly, 71(3), 239-250.

Magna Charta Universitatum. (1988). Magna Charta Universitatum. Bolonia: Magna Charta. Disponible en: https://bit.ly/2YHLQJV

Maquiavelo, N. (1992). El príncipe (1513), trad. de Francisco Javier Alcántara. Planeta, Madrid.

Marginson, S. (2009). Hayekian neo-liberalism and academic freedom. Contemporary Readings in Law and Social Justice, 1(1), 86-114.

Marginson, S. (2013). The impossibility of capitalist markets in higher education. Journal of Education Policy, 28(3), 353-370.

Marginson, S. (2018). Public/private in higher education: A synthesis of economic and political approaches. Studies in Higher Education, 43(2), 322-337.

McClelland, C. (2019). The Emergence of Modern Higher Education: The German University and Its Influence. En: J. L. Rury y E. H. Tamura (Eds.), Oxford Handbook of the History of Education (pp. 275-288). Oxford: Oxford University Press.

Miller, K., Alexander, A., Cunningham, J. A. y Albats, E. (2018). Entrepreneurial academics and academic entrepreneurs: a systematic literature review. International Journal of Technology Management, 77(1/2/3), 9-37.

Mohrman, K., Ma, W. y Baker, D. (2008). The research university in transition: The emerging global model. Higher Education Policy, 21(1), 5-27.

Mok, K. H. (2005). Globalization and educational restructuring: University merging and changing governance in China. Higher Education, 50(1), 57-88.

Musselin, C. (2018). New forms of competition in higher education. Socio-Economic Review, 16(3), 657-683.

Nahrath, S. (1999). The power of ideas in policy research: A critical assessment. En: D. Braun y A. Busch (Eds.), Public policy and political ideas (pp. 40–58). Cheltenham, UK and Northampton, MA, USA: Edward Elgard Publishing.

Naidoo, R. (2016), The competition fetish in higher education: varieties, animators and consequences. British Journal of Sociology of Education, 37(1), 1-10.

Naidoo, R. (2018). The competition fetish in higher education: Shamans, mind snares and consequences. European Educational Research Journal, 17(5), 605-620.

Neave, G. (2012). The Evaluative State, Institutional Autonomy and Re-engineering Higher Education in Western Europe: The Prince and his Pleasure. Basingstoke/ New York: Palgrave.

Neave, G. (2018). Evaluative state, nation-state: a last hurrah? Revista Lusófona de Educação, 38(38), 11-21.

Newman, F., Couturier, L. y Scurry, J. (2010). The future of higher education: Rhetoric, reality, and the risks of the market. Nueva Jersey: John Wiley & Sons.

Nybom, T. (2003). The Humboldt legacy: Reflections on the past, present, and future of the European university. Higher Education Policy, 16(2), 141-159.

Olssen, M. (2016). Neoliberal competition in higher education today: Research, accountability and impact. British Journal of Sociology of Education, 37(1), 129-148.

Olssen, M. y Peters, M.A. (2005). Neoliberalism, higher education and the knowledge economy: from the free market to knowledge capitalism. Journal of Education Policy, 20(3), 313–345.

Pietsch, T. (2016). Between the local and the universal: academic worlds and the long history of the university. En: M-H. Chou, I. Kamola y T. Pietsch (Eds.), The Transnational Politics of Higher Education: Contesting the Global / Transforming the Local (pp. 21-42). London and New York: Routledge.

Pucciarelli, F. y Kaplan, A. (2016). Competition and strategy in higher education: Managing complexity and uncertainty. Business Horizons, 59(3), 311-320.

Rhoades, G. y Stensaker, B. (2017). Bringing Organisations and Systems Back Together: Extending Clark’s Entrepreneurial University. Higher Education Quarterly, 71(2), 129-140.

Rhodes, R. A. W. (1996). The new governance: governing without government. Political Studies, XLIV(4), 652-667.

Ringer, F. K. (1990). The decline of the German mandarins: The German academic community, 1890–1933. Connecticut: Wesleyan University Press.

Rinne, R. (2016). Changes in higher education policy and the Nordic model. En: T. Halvorsen y P. Vale (Eds.), One World, Many Knowledges: Regional experiences and cross-regional links in higher education (pp. 39-54). London: African Books Collective.

Robertson, S. y Komljenovic, J. (2016). Non-state actors, and the advance of frontier higher education markets in the global south. Oxford Review of Education, 42(5), 594-611.

Rowlands, J. y Rawolle, S. (2013). Neoliberalism is not a theory of everything: a Bourdieuian analysis of illusio in educational research. Critical Studies in Education, 54(3), 260-272.

Rüegg, W. (Ed.). (2004). A history of the university in Europe. Volume 3, universities in the nineteenth and early twentieth centuries (1800–1945). Cambridge: Cambridge University Press.

Salazar, J. M. y Leihy, P. S. (2013). El Manual Invisible: Tres décadas de políticas de educación superior en Chile (1980-2010). Education Policy Analysis Archives/Archivos Analíticos de Políticas Educativas, 21, 1-35.

Santiago, P., Tremblay, K., Basri, E. y Arnal, E. (2008). Tertiary education for the knowledge society. Paris: OECD.

Shattock, M. (2000). Strategic management in European universities in an age of increasing institutional self-reliance. Tertiary Education and Management, 6(2), 93-104.

Shepherd, S. (2018) Managerialism: an ideal type. Studies in Higher Education, 43(9), 1668-1678.

Singh, S. (2014). Global trends in higher education financing. The Head Foundation (THF) Working Paper Series, 8.

Slaughter, S. y Leslie, L. L. (1997). Academic capitalism: Politics, policies, and the entrepreneurial university. Baltimore: The Johns Hopkins University Press.

Slaughter, S. y Rhoades, G. (2004). Academic capitalism and the new economy: Markets, state, and higher education. Baltimore: Johns Hopkins University Press.

Srivastava, P. y Baur, L. (2016). New Global Philanthropy and Philanthropic Governance in Education in a Post-2015 World. En: K. Mundy, A. Green, B. Lingard and A. Verger (Eds.), The Handbook of Global Education Policy (pp. 433-448). New Jersey, USA: Wiley-Blackwell.

Steinbicker, J. (2011). Zur Theorie der Informationsgesellschaft: Ein Vergleich der Ansätze von Peter Drucker, Daniel Bell und Manuel Castells. Wiesbaden: VS Verl.

Stone, D. (2001). Learning lessons, policy transfer and the international diffusion of policy ideas. Centre for the Study of Globalisation and Regionalisation. Working paper, 69(1).

Task Force on Higher Education and Society (2000). Higher Education in Developing Countries: Peril and Promise. Washington, DC: World Bank.

Teichler, U. (1996). Comparative higher education: Potentials and limits. Higher Education, 32(4), 431-465.

Tight, M. (2019). The neoliberal turn in higher education. Higher Education Quarterly, 73(3), 273-284.

Tricco, A., Lillie, E., Zarin, W., O’Brien, K. Colquhoun, H., Kastner, M., Levac, D., Ng, C., Pearson, J., Wilson, Katherine, Kenny, M., Warren, R., Wilson, C., Stelfox, H. y Straus, S. (2016). A scoping review on the conduct and reporting of scoping reviews. BMC Medical Research Methodology, 16(15), 1-10

Van Vught, F. (2008). Mission diversity and reputation in higher education. Higher Education Policy, 21(2), 151-174.

Veiga A., Magalhães A. y Amaral A. (2015) From Collegial Governance to Boardism: Reconfiguring Governance in Higher Education. En: J. Huisman, H. de Boer, D. D. Dill y M. Souto-Otero (Eds.), The Palgrave International Handbook of Higher Education Policy and Governance (pp. 398-416). London: Palgrave Macmillan.

Vommaro, P. (2013). Las relaciones entre juventudes y políticas en la América Latina contemporánea: Una aproximación desde los movimientos estudiantiles. Revista Sociedad, 32, 127–143.

Wacquant, L. (2010). Crafting the Neoliberal State: Workfare, Prisonfare, and Social Insecurity. Sociological Forum, 25(2), 197-220.

Wacquant, L. (2013). Constructing neoliberalism: opening salvo. Nexus: Newsletter of The Australian Sociological Association, 25(1).

Weible, C. M. y Sabatier, P. A. (2017). A guide to the advocacy coalition framework. En: F. Fischer and G. Miller (Eds.), Handbook of public policy analysis (pp. 149-162). London and New York: Routledge.

Weible, C. M., Ingold, K., Nohrstedt, D., Henry, A. D. y Jenkins-Smith, H. C. (2019). Sharpening Advocacy Coalitions. Policy Studies Journal.

Whitchurch, C. y Gordon, G. (2010). Diversifying academic and professional identities in higher education: Some management challenges. Tertiary Education and Management, 16(2), 129-144.

Williams, G. (2008). Finance and entrepreneurial activity in higher education in a knowledge society. En: M. Shattock (Ed.), Entrepreneurialism in universities and the knowledge economy: Diversification and organizational change in European higher education (pp. 9-32). Maidenhead: McGraw Hill, Society for Research into Higher Education and Open University Press.

Winckler, G., Holm-Nielsen, L. B., Lindqvist, O. V., Abécassis, A., Noorda, S. J., Assunção, M. y Teixeira, P. (2018). National Reform Processes: Examples of Six European Countries. En: K. Krüger, M. Parellada, D. Samoilovich y A. Sursock, Governance Reforms in European University Systems. The Case of Austria, Denmark, Finland, France, the Netherlands and Portugal (pp. 11-158). New York: Springer International Publishing.

Winston, G. C. (2000). The positional arms race in higher education. WPEHE Discussion Paper, 54.

Zgaga, P. (2012). Reconsidering university autonomy and governance: From academic freedom to institutional autonomy. En: H. Schuetze, W. Bruneau y G. Grosjean (Eds.), University Governance and Reform. Policy, Fads, and Experience in International Perspective (pp. 11-22). New York: Palgrave Macmillan.

Zhang, Q., Ning, K. y Barnes, R. (2016). A Systematic Literature Review of Funding for Higher Education Institutions in Developed Countries. Frontiers of Education in China, 11(4), 519-542.

Cómo citar

Brunner, J. J., Labraña, J., Ganga, F., & Rodríguez-Ponce, E. . (2020). Gobernanza de la educación superior: el papel de las ideas en las políticas. Revista Iberoamericana De Educación, 83(1), 211–238. https://doi.org/10.35362/rie8313866

Descargas

Publicado

2020-05-20

Número

Sección

Monográfico. La gobernanza de los sistemas educativos en Iberoamérica