Description: Although the term "Latin America" is used more often to designate the countries of Spanish or Portuguese colonization, it is not accurate because Canada can also be claimed to have "Latin" areas of French influence, and Central America has "Anglo-Saxon" areas such as the Bahamas, the Dutch Antilles and other former British colonies. For this reason we have opted for "Ibero-American" to refer to countries of Iberian tradition as this has influenced the concept of university and the experience they had with it. ABSTRACT(PAPER) The overall aim of this paper is to study public policies for higher education in Ibero-America during the first decade of the 21st century. Its specific aims are understanding its insertion in the global public policies for education based on a comparative study between Chile (a complete privatization process), Argentina (resistance to privatization) and Brazil, in particular, looking for investigation procedures that might open up new perspectives for higher education in the third millennium.Privatization of the Brazilian university occurs in a context of recession, superstructural unemployment, decline in workers´income, including the most qualified. Even if not generated by, all these factors were intensified by the economic policy advocated by international institutions, such as the International Monetary Fund, the World Bank and the Inter-American Development Bank, which have put pressure on governments to privatize public services which are not considered as exclusive to the State, with an emphasis on education, especially higher education. When the new government took office in Brazil in 2003, it brought along an expectation that there would be a reversal of this Privatizing and Evaluating State, with a remodeling of Higher Education Policies. However, the same economic policy was maintained with few changes in the public policies for higher education. One of the specific policies was an attempt to recover and enhance public higher education (which was stagnant due to the privatizing policy of both terms of Fernando Henrique Cardoso´s administration, between 1995 and 2002) and the public financing of private higher education by means of PROUNI (Program: University for Everyone).If the nineties were marked by a privatizing tendency in education, in higher education in particular, as advocated by the World Bank, in accordance with the "Minimum State" model (Washington Consensus), at the moment the fact that this model has been exhausted and questioned has led to a "pendular movement", at least in Ibero-America, of returning to an Educating State. Methodology: In this paper we hope to define, through a historical-epistemological approach, why the Educating State has recently turned into an Evaluating State of Educational Policies. Because it is a dialectic movement, we have chosen to use this method for our analysis. As procedures we have used the comparative method and the monographic method, highlighting some specific aspects of the public policies for education in Ibero-America. We have used data from the three countries under study so that based on concrete information we could analyze the consequences of the processes mentioned.With this study we have tried to demonstrate that the oppositions between elementary education and higher education and between public education and private education are not actually issues, and that education should be understood as a system, a complex body in which what affects one of its parts necessarily influences the whole system, to a lesser or greater extent. Conclusions: Thus, the State should intervene as an Educator, the only possible form in a globalized world, so that evaluation is a consequence and not the cause of Education.Therefore, the paradigm we are proposing for Educational Policies is that the Educating State be reinvented in Ibero-America because knowledge is a central issue in the 21st century´s agenda. Countries that produce knowledge will be developed and prosperous countries and this is where the difficulties of the Ibero-American countries lie: in spite of their potential in terms of territory, people and sovereign political power, the Compensatory Neo-liberal Policies do not contribute to educational justice.