Teaching Educational Policy in Uruguay: incipient accumulation or lag?
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Data de Publicação: | 2017 |
Tipo de documento: | Artigo |
Idioma: | spa |
Título da fonte: | Revista de Estudios Teóricos y Epistemológicos en Política Educativa |
Texto Completo: | https://revistas.uepg.br/index.php/retepe/article/view/10514 |
Resumo: | Abstract: The article is the result of exploratory and descriptive research focused on the teaching of Educational Policy (PE) at the undergraduate and postgraduate level in higher education in Uruguay. Based on secondary and primary data, the text shows that there is a lack of training in PE, it is located in the capital of the country (Montevideo), it is mainly made up of graduate courses and is notoriously deficient in the initial training of primary teachers and middle school teachers; the courses cover a broad agenda not focused on the Uruguayan case, adopt an interdisciplinary approach and are guided by eclectic objectives, that is academic and intervention goals. The article underlines a relative backwardness of this field of study regarding other approaches to the educational phenomenon and explains it through two independent factors: the slow development of education studies in the country and the strong autonomic tradition of the Uruguayan educational system. Keywords: Teaching of Educational Policy. Education in Uruguay. Teachers' training. |
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Teaching Educational Policy in Uruguay: incipient accumulation or lag?La enseñanza de Política Educativa en Uruguay: ¿acumulación incipiente o rezago?La enseñanza de Política Educativa en Uruguay: ¿acumulación incipiente o rezago?Abstract: The article is the result of exploratory and descriptive research focused on the teaching of Educational Policy (PE) at the undergraduate and postgraduate level in higher education in Uruguay. Based on secondary and primary data, the text shows that there is a lack of training in PE, it is located in the capital of the country (Montevideo), it is mainly made up of graduate courses and is notoriously deficient in the initial training of primary teachers and middle school teachers; the courses cover a broad agenda not focused on the Uruguayan case, adopt an interdisciplinary approach and are guided by eclectic objectives, that is academic and intervention goals. The article underlines a relative backwardness of this field of study regarding other approaches to the educational phenomenon and explains it through two independent factors: the slow development of education studies in the country and the strong autonomic tradition of the Uruguayan educational system. Keywords: Teaching of Educational Policy. Education in Uruguay. Teachers' training.Resumen: El artículo es el resultado de una investigación exploratoria y descriptiva centrada en la enseñanza de Política Educativa (PE) a nivel de grado y postgrado en la educación superior en Uruguay. En base a datos secundarios y primarios, el texto muestra que la oferta de formación es escasa, se concentra en la capital del país (Montevideo) y es notoriamente deficitaria en la formación inicial de maestros primarios y profesores de educación media; los cursos se ubican fundamentalmente en los postgrados, abarcan un temario amplio no focalizado en el caso uruguayo, adoptan un enfoque interdisciplinario y se guían por objetivos eclécticos, esto es académicos y de intervención. El artículo constata un rezago relativo de este campo de estudio respecto a otros abordajes sobre el fenómeno educativo y lo explica a través de dos factores independientes: el lento desarrollo de los estudios sobre educación en el país y la fortísima tradición autonómica del sistema educativo uruguayo. Palabras clave: Enseñanza de Política Educativa. Educación en Uruguay. Formación docente.Resumen: El artículo es el resultado de una investigación exploratoria y descriptiva centrada en la enseñanza de Política Educativa (PE) a nivel de grado y postgrado en la educación superior en Uruguay. En base a datos secundarios y primarios, el texto muestra que la oferta de formación es escasa, se concentra en la capital del país (Montevideo) y es notoriamente deficitaria en la formación inicial de maestros primarios y profesores de educación media; los cursos se ubican fundamentalmente en los postgrados, abarcan un temario amplio no focalizado en el caso uruguayo, adoptan un enfoque interdisciplinario y se guían por objetivos eclécticos, esto es académicos y de intervención. El artículo constata un rezago relativo de este campo de estudio respecto a otros abordajes sobre el fenómeno educativo y lo explica a través de dos factores independientes: el lento desarrollo de los estudios sobre educación en el país y la fortísima tradición autonómica del sistema educativo uruguayo. Palabras clave: Enseñanza de Política Educativa. Educación en Uruguay. Formación docente.UEPG e Red de Estudios Teóricos y Epistemológicos en Política Educativa - ReLePe2017-09-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.uepg.br/index.php/retepe/article/view/1051410.5212/retepe.v.2.014Revista de Estudios Teóricos y Epistemológicos en Política Educativa; v. 2 (2017); 1-152409-3696reponame:Revista de Estudios Teóricos y Epistemológicos en Política Educativainstname:Red Latinoamericana de Estudios Epistemológicos en Política Educativa (ReLePe)instacron:ReLePespahttps://revistas.uepg.br/index.php/retepe/article/view/10514/6118Copyright (c) 2017 Revista de Estudios Teóricos y Epistemológicos en Política Educativainfo:eu-repo/semantics/openAccessMancebo, Maria Ester2020-04-09T15:28:50Zoai:uepg.br:article/10514Revistahttps://revistas.uepg.br/index.php/retepeONGhttps://revistas.uepg.br/index.php/retepe/oai||editores@relepeenrevista.org2409-36962409-3696opendoar:2020-04-09T15:28:50Revista de Estudios Teóricos y Epistemológicos en Política Educativa - Red Latinoamericana de Estudios Epistemológicos en Política Educativa (ReLePe)false |
dc.title.none.fl_str_mv |
Teaching Educational Policy in Uruguay: incipient accumulation or lag? La enseñanza de Política Educativa en Uruguay: ¿acumulación incipiente o rezago? La enseñanza de Política Educativa en Uruguay: ¿acumulación incipiente o rezago? |
title |
Teaching Educational Policy in Uruguay: incipient accumulation or lag? |
spellingShingle |
Teaching Educational Policy in Uruguay: incipient accumulation or lag? Mancebo, Maria Ester |
title_short |
Teaching Educational Policy in Uruguay: incipient accumulation or lag? |
title_full |
Teaching Educational Policy in Uruguay: incipient accumulation or lag? |
title_fullStr |
Teaching Educational Policy in Uruguay: incipient accumulation or lag? |
title_full_unstemmed |
Teaching Educational Policy in Uruguay: incipient accumulation or lag? |
title_sort |
Teaching Educational Policy in Uruguay: incipient accumulation or lag? |
author |
Mancebo, Maria Ester |
author_facet |
Mancebo, Maria Ester |
author_role |
author |
dc.contributor.author.fl_str_mv |
Mancebo, Maria Ester |
description |
Abstract: The article is the result of exploratory and descriptive research focused on the teaching of Educational Policy (PE) at the undergraduate and postgraduate level in higher education in Uruguay. Based on secondary and primary data, the text shows that there is a lack of training in PE, it is located in the capital of the country (Montevideo), it is mainly made up of graduate courses and is notoriously deficient in the initial training of primary teachers and middle school teachers; the courses cover a broad agenda not focused on the Uruguayan case, adopt an interdisciplinary approach and are guided by eclectic objectives, that is academic and intervention goals. The article underlines a relative backwardness of this field of study regarding other approaches to the educational phenomenon and explains it through two independent factors: the slow development of education studies in the country and the strong autonomic tradition of the Uruguayan educational system. Keywords: Teaching of Educational Policy. Education in Uruguay. Teachers' training. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-09-30 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
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publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistas.uepg.br/index.php/retepe/article/view/10514 10.5212/retepe.v.2.014 |
url |
https://revistas.uepg.br/index.php/retepe/article/view/10514 |
identifier_str_mv |
10.5212/retepe.v.2.014 |
dc.language.iso.fl_str_mv |
spa |
language |
spa |
dc.relation.none.fl_str_mv |
https://revistas.uepg.br/index.php/retepe/article/view/10514/6118 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2017 Revista de Estudios Teóricos y Epistemológicos en Política Educativa info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2017 Revista de Estudios Teóricos y Epistemológicos en Política Educativa |
eu_rights_str_mv |
openAccess |
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application/pdf |
dc.publisher.none.fl_str_mv |
UEPG e Red de Estudios Teóricos y Epistemológicos en Política Educativa - ReLePe |
publisher.none.fl_str_mv |
UEPG e Red de Estudios Teóricos y Epistemológicos en Política Educativa - ReLePe |
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Revista de Estudios Teóricos y Epistemológicos en Política Educativa; v. 2 (2017); 1-15 2409-3696 reponame:Revista de Estudios Teóricos y Epistemológicos en Política Educativa instname:Red Latinoamericana de Estudios Epistemológicos en Política Educativa (ReLePe) instacron:ReLePe |
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Red Latinoamericana de Estudios Epistemológicos en Política Educativa (ReLePe) |
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Revista de Estudios Teóricos y Epistemológicos en Política Educativa |
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Revista de Estudios Teóricos y Epistemológicos en Política Educativa |
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Revista de Estudios Teóricos y Epistemológicos en Política Educativa - Red Latinoamericana de Estudios Epistemológicos en Política Educativa (ReLePe) |
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