Cooperação Internacional Bilateral Brasil-América do Sul em matéria de Educação: uma análise empírica dos atos internacionais

Abstract

This explanatory study aims to map the bilateral international cooperation promoted by Brazil and South America in the field of education through an empirical analysis of the international acts that are currently in force. Therefore, it seeks to verify in which States this cooperational agenda is institutionalized, when it was established, which regimes characterize it, and what is its cooperational pattern. Our hypothesis departs from the belief that the agenda’s cooperational profile is in agreement with South-South cooperation’s general standards, which means that there is strong evidence of horizontality. Thus, apart from only supplying products or resources, the hypothesis tested in this research is that this agenda is, too, able to structure the educational systems of the involved States. In order to engage in this analysis, at first we conduct a bibliographical research on (i) international law’s micronarratives; (ii) the bilateral cooperation in the education regime in South America; and (iii) the Brazilian international cooperation in the education regime. After, we analyze empirically the 1601 international acts celebrated, bilaterally, by Brazil and the other South-American States, currently in force (2023). It leads us into a quantitative and qualitative analysis of this international cooperation agenda. Finally, we carry out a short discussion on what this analysis reveals about International Law’s research field in South America, and what are the research possibilities enabled from now on. The present research inserts itself on the purview of the third world approaches of international law (TWAIL), and is justified by its intention of mapping a myriad of relations between third world South-American States, which evades the discipline’s universalist ethos.