Universidad de Postgrado para la Investigación Estratégica en Bolivia

Dada la alta penetración de las marcas privadas en Europa, uno esperaría encontrar un similar éxito en América Latina. Sin embargo, éste no es el caso. Un perfil detallado de los compradores de marcas privadas puede ayudar a los detallistas a mejorar la posición de sus marcas privadas en el mercado y ofrecer explicaciones del porque las marcas privadas no han sido exitosas en América Latina. El principal objetivo de este artículo es examinar cómo once variables psicográficas de los compradores determinan la compra de marcas privadas. Usando análisis discriminante, fue evaluada la importancia relativa de cada variable psicográfica para explicar la compra de marcas privadas. Los resultados muestran que la conciencia por el precio, el riesgo social percibido en las marcas privadas y la presión por el tiempo son las variables que mejor determinan la compra o no compra de marcas privadas.

Since the Declaration of ministers of education of iberoamerican countries held in Santa Fe de Bogotá, November 4-6, 1992, the decentralization of education has been a recurrent subject of educational reforms in Latin American countries, where in some of them the experiences of decentralization have preceded said Declaration while in others they have followed it. The educational reforms that have come about within the last years associate the decentralization of education with social participation and improvements in the quality of education, among other subjects. This article discusses these topics, questioning what type of decentralization would be effective in Bolivia, which would be the characteristics of social participation and how it is affecting the quality of education. The analysis is done using a micropolitical approach and its emphasis is on the social practices of the actors (i.e., local authorities, teachers and parents), grounding its methodology in two case studies: La Paz and Tarabuco (Bolivia). It is suggested that policies of education decentralization and theoretical social sciences approaches have not been successful in explaining the phenomenon of social relations of power at the local level that affects the nature of any decentralization process, because at the core of State power there is a hegemonic dominance of the managerial approach and a vision of education that is essentially bureaucratic.