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‘TAMA’ economics under siege in Brazil: the threats of curriculum governance reform

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  • Danielle Guizzo
  • Andrew Mearman
  • Sebastian Berger

Abstract

This article considers the curriculum framework governing economics teaching in Brazilian higher education. We assess economics teaching according to three criteria: its pluralism or monism regarding economic theory and method; its treatment of economics’ wider socio-political dimensions; and its educational philosophical approach and goals. Against these criteria we conclude that Brazilian economics has been pluralist and open, particularly in comparison to other international governance frameworks. However, we argue that Brazil’s prevailing TAMA – There Are Many Alternatives – framework is threatened by strong disciplinary, institutional and wider political pressures with both domestic and global roots. These forces may force Brazilian economics teaching to be less open, becoming more like the existing hegemonic approaches, such as those operating in Anglo/US systems. These changes partly reflect the neo-liberalization of higher education.

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  • Danielle Guizzo & Andrew Mearman & Sebastian Berger, 2021. "‘TAMA’ economics under siege in Brazil: the threats of curriculum governance reform," Review of International Political Economy, Taylor & Francis Journals, vol. 28(1), pages 258-281, January.
    • Handle: RePEc:taf:rripxx:v:28:y:2021:i:1:p:258-281
    DOI: 10.1080/09692290.2019.1670716
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    Cited by:

    1. Jamie Morgan, 2021. "Learning to Treat Our Natural World Realistically Through Unlearning Mainstream Economics? A Commentary on the Recent Work of Peter Söderbaum," Economic Thought, World Economics Association, vol. 10(1), pages 14-31, July.
    2. Ingrid Harvold Kvangraven & Surbhi Kesar, 2021. "Standing in the Way of Rigor? Economics’ Meeting with the Decolonizing Agenda," Working Papers 2110, New School for Social Research, Department of Economics.

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