O reconhecimento do trabalho docente no Uruguai: novas perspectivas e evidencias

The perspective of recognition expands dignostics around teacher discomfort to highlight forms of self-affirmation at work. Based on the concepts by Axel Honneth on the sphere of love and law, central aspects around teacher recognition are discussed: which actors in the educational community and through which institutional mechanisms their work is recognized, and how these elements form the meaningfulness of their work. Data is analyzed on recognition, effort and reward balance, and meaningfulness in teachers of early childhood, primary and secondary education in both private and public sectors. This data is based on an occupational health survey carried out by the National Institute of Educational Evaluation in Uruguay (INEEd). Results show that the greatest source of recognition at all levels comes from the students, followed by the immediate superior, families, authorities, and lastly, public opinion. There are differences in the recognition expressed by teachers working on the different education sectors and subsystems. Likewise, those who work in the private sector and in elementary schools express feeling greater recognition by their educational community, intersubjectively and institutionally. The promotion structure and eligible working hours are perceived as a factor of little recognition in public secondary education, as well as salary in public primary education. However, almost all teachers express feeling involved and giving a transcendental meaning to their role in society. In this sense, perceived low recognition does not seem to affect the core of meaning that they adduce to their work, which is high and independent of the subsystem in which they are inserted.La perspectiva del reconocimiento permite ampliar los diagnósticos centrados en el malestar docente para destacar formas de autoafirmación en la labor. A partir de los conceptos de Axel Honneth, se discuten aspectos relevantes para pensar el reconocimiento de los docentes: qué actores de la comunidad educativa y a través de qué mecanismos institucionales se reconoce su trabajo, y cómo estos elementos constituyen la significatividad de su tarea. Se analizan datos sobre reconocimiento, equilibrio entre el esfuerzo y la recompensa recibida y la significatividad del trabajo de los docentes de educación inicial, primaria y media del sector público y privado de Uruguay, con base en el Estudio de salud ocupacional docente realizado por el Instituto Nacional de Evaluación Educativa en Uruguay (INEEd). Se encuentra que la mayor fuente de reconocimiento en todos los niveles es la de los estudiantes, seguido por el superior inmediato, las familias, las autoridades y por último la opinión pública. Existen diferencias en el reconocimiento expresado por los docentes de los distintos sectores y subsistemas de la educación. Asimismo, quienes se desempeñan en el sector privado y en la educación primaria expresan sentir un mayor reconocimiento por parte de su comunidad educativa, intersubjetiva e institucionalmente. Las estructuras de ascensos y la modalidad de elección de horas son percibidas como un factor de poco reconocimiento en la educación media pública, así como lo es el salario en la primaria pública. Sin embargo, la casi totalidad de los docentes expresan sentirse implicados y otorgarle un sentido relevante a su función en la sociedad. Así, el bajo reconocimiento percibido no parece afectar el núcleo del sentido que aducen a su trabajo, que se muestra alto e independiente del subsistema en el cual se encuentran insertos.A perspectiva do reconhecimento permite expandir diagnósticos voltados para o desconforto do professor para evidenciar formas de autoafirmação de sua tarefa. A partir das concepções de Axel Honneth sobre a esfera do amor e do direito, são discutidos aspectos centrais para o reconhecimento dos professores: quais são os atores da comunidade educativa e por quais mecanismos institucionais seu trabalho é reconhecido, e como esses elementos fazem parte da significância do seu trabalho. São analisados ​​dados sobre reconhecimento, equilíbrio entre o esforço e a gratificação recebida e a importância do trabalho dos professores dos ensinos básico, fundamental e médio dos setores público e privado do Uruguai, com base na Pesquisa de Saúde Ocupacional realizada pelo Instituto Nacional de Avaliação Educacional no Uruguai. Verifica-se que a maior fonte de reconhecimento a todos os níveis são os alunos, seguido do superior imediato, das famílias, das autoridades e, por último, da opinião pública. Existem diferenças no reconhecimento expresso pelos professores dos diferentes setores e subsistemas de ensino. Da mesma forma, aqueles que atuam no setor privado e no ensino fundamental expressam sentir um maior reconhecimento por parte de sua comunidade educativa, intersubjetiva e institucionalmente. As estruturas de promoção e a modalidade de escolha de horários são percebidas como fator de pouco reconhecimento no ensino médio público e de remuneração no ensino fundamental público. Porém, quase todos os professores expressam sentimento de envolvimento e conferem um sentido transcendental ao seu papel na sociedade. Nesse sentido, o baixo reconhecimento percebido não parece afetar o cerne do sentido que atribuem ao seu trabalho, que é elevado e independente do subsistema em que estão inseridos

Corporate finance and economic activity in the euro area: Structural issues report 2013

This report analyses and reviews the corporate finance structure of non-financial corporations (NFCs) in the euro area, including how they interact with the macroeconomic environment. Special emphasis is placed on the crisis that began in 2007-08, thus underlining the relevance of financing and credit conditions to investment and economic activity in turbulent times. When approaching such a broad topic, a number of key questions arise. How did the corporate sector’s capital structure, internal and external financing sources, and its tendency to leverage, evolve in the euro area over the last decade and in the run-up to the financial crisis in particular? Did these developments contribute to and/or exacerbate the financial crisis? Did the corporate sector’s response to various shocks and vulnerabilities support or encumber the euro area economy, both during the financial crisis and in its aftermath

Evolución de la Segregación Socioeconómica en la Educación Pública de Uruguay

This paper seeks to measure educational segregation in Uruguayan public education centers in 2013-2019, according to the student’s level of vulnerability. In order to do this, equality and exposure indices are estimated (Dissimilarity; Gorard; Square root) and exposure (isolation) to analyze the level of student segregation in preschool, primary and lower secondary education (general and vocational). In 2019, the highest segregation associated with the equality dimension was found in preschool and primary, followed by lower secondary education. In all subsystems, the urban inland is the least segregated region. In all cases, segregation increases in the period. Considering the exposure, the most segregated subsystem is lower secondary education (vocational), Finally, it is found that segregation within regions explains almost all of it and increases its weight in the period in preschool, primary and vocational education, although the weight of segregation between regions increases in the case of general education. A marked territorial stamp could explain the greater segregation of preschool and primary. In vocational education, the higher proportion of vulnerability explains the higher values of the isolation index, despite having greater equality than in secondary educationSe busca dimensionar la segregación educativa en centros de educación públicos para Uruguay entre 2013 y 2019, según el nivel de vulnerabilidad de los estudiantes. Para ello, se estiman índices de igualdad (Disimilitud, Gorard, Raíz cuadrada) y de exposición (aislamiento) a los efectos de analizar el nivel de segregación en educación inicial, primaria y media básica. Se encuentra que en el año 2019 los niveles con mayor segregación asociada a la dimensión de igualdad son inicial y primaria, seguidos por secundaria y técnica. En todos los subsistemas el interior urbano es la región con menor segregación. En todos los casos la segregación aumenta en el período analizado. Al considerar la dimensión de exposición, el subsistema con mayor segregación es la educación técnica. Finalmente, se encuentra que la segregación al interior de las regiones explica casi la totalidad de la segregación. Una marcada impronta territorial podría estar explicando la mayor segregación de inicial y primaria. En la educación técnica, la mayor proporción de estudiantes vulnerables explica que el índice de aislamiento sea superior a pesar de que presenta una mayor igualdad que la enseñanza secundaria