SUMMARY
This article re-visits Brazil-Venezuela official cooperation in the period 2003-2016, during which state interventionist policies improved social and educational justice. By drawing from an education governance approach, a pluriscalar analysis of equity of access to university education is conducted, which integrates an account of distributional justice in access to university education in Brazil and Venezuela with a structural approach related to South–South cooperation (SSC) among the two nations as well as within the Southern Common Market (MERCOSUR). Two interrelated arguments are developed: first, despite persistent inequities in access to university education in both territories, state-interventionist policies enhanced equity of access directly with respect to availability and accessibility. Second, the case of the Brazil/Venezuela Régimen Especial Fronterizo illustrates that SSC can transform the background conditions for educational justice by producing an alternative structure to the neoliberal global governance of education. Empirically, the discussion draws from contents and discourse analysis of 81 cooperation documents signed among Brazilian and Venezuelan state and non-state actors, complemented by municipal, national and regional development plans and commission reports, and 1 month of field research in the Régimen Especial Fronterizo in 2012. Participant observation and 13 semi-structured, open-ended interviews were conducted with officials at different levels of the policymaking processes, academics, as well as local scale actors in distinct cooperation and integration initiatives on both sides of the Brazil/Venezuela border.ResumoEste artigo revisita a cooperação oficial Brasil-Venezuela no período 2003-2016, durante o qual as políticas intervencionistas estaduais aprimoraram a justiça social e educacional. Partindo de uma abordagem de governança educacional, é realizada uma análise pluriescalar da equidade de acesso ao ensino universitário, que integra um relato de justiça distributiva no acesso ao ensino universitário no Brasil e na Venezuela com uma abordagem estrutural relacionada à cooperação Sul-Sul (CSS) entre as duas nações e também dentro do Mercado Comum do Sul (MERCOSUL). Dois argumentos inter-relacionados são desenvolvidos: primeiro, apesar das persistentes desigualdades no acesso à educação universitária em ambos os territórios, as políticas estatais intervencionistas aumentaram a igualdade de acesso diretamente em relação à disponibilidade e acessibilidade. Em segundo lugar, o caso do Régimen Especial Fronterizo Brasil / Venezuela ilustra que a CSS pode transformar as condições de fundo para a justiça educacional, produzindo uma estrutura alternativa à governança global neoliberal da educação. Empiricamente, a discussão recorre à análise de conteúdo e discurso de 81 documentos de cooperação assinados entre atores estatais e não-estatais brasileiros e venezuelanos, complementados por planos de desenvolvimento e relatórios de comissões municipais, nacionais e regionais, e 1 mês de pesquisa de campo no Régimen Especial Fronterizo em 2012. A observação participante e 13 entrevistas semi-estruturadas e abertas foram conduzidas com funcionários em diferentes níveis dos processos de formulação de políticas, acadêmicos, bem como atores de escala local em diferentes iniciativas de cooperação e integração em ambos os lados da fronteira Brasil / Venezuela.Keywords: Brazil/Venezuela international cooperation, Education governance, Education policy, Equity in higher education.Palavras-chave: Brasil/Venezuela cooperação internacional, Governança da educação, Política educacional, Equidade na educação superior.ReferencesABBOTT, A. Of time and space: The contemporary relevance of the Chicago School. Social Forces, 75(4), 1149–1182, 1997.APORREA. Presidente Maduro inaugura Universidad Martin Luther King en el estado Lara, www.aporrea.org/educacion/n323129.html, 2018.APORREA. Presidente Maduro aprueba 16 mil 557 millones de bolívares para el Plan Ofensiva Comunal, www.aporrea.org/misiones/n341217.html, 2019.AZEVEDO, M. L. N. (2015a). 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