Planning as an instrument of the Global Architecture of Education: a case between Brazil and Spain
Abstract
This article examines the School Mapping policy as part of the Global Architecture of Education promoted by UNESCO, focusing on the cases of Brazil and Spain during the 1960s and 1970s. Drawing on an interdisciplinary approach that integrates geography, history of education, and social sciences, the study analyzes how international guidelines were reinterpreted by developmentalist authoritarian regimes, highlighting the relationship between space, power, and state modernization. Based on official documents, technical reports, and academic studies, it demonstrates that although both countries were influenced by multilateral organizations such as UNESCO and the OECD, the implementation of Mapa Escolar followed distinct national logics. In Spain, the term Carta Escolar became consolidated, accompanied by conceptual debates led by authors such as Carrasco and Soler Valero. In Brazil, the concept gained material expression in pioneering regional initiatives, particularly in Pernambuco, through the work of Zaida Cavalcanti and the Regional Centers for Educational Research. The study shows that Mapa Escolar is not merely a technical instrument but also a political device that expresses models of society, power relations, and territorial conceptions. The research contributes to a transnational historiography of education by demonstrating how global policies were re-signified within distinct local contexts.
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