Neoliberal logics in Uruguayan educational policy: individuation, responsibilization and managerialism
In Uruguay, 2019 elections marked the end of the progressive era and the arrival to government of a coalition of right-wing parties that promoted substantive changes in various areas of the State, through a law approved by a constitutional mechanism that restricts its discussion times. In terms of e...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Institución: | Universidade Federal do Rio Grande do Sul (UFRGS) |
| Repositorio: | FINEDUCA - Revista de Financiamento da Educação |
| Idioma: | español |
| OAI Identifier: | oai:seer.ufrgs.br:article/137088 |
| Acceso en línea: | https://seer.ufrgs.br/index.php/fineduca/article/view/137088 |
| Access Level: | acceso abierto |
| Palabra clave: | Educational policy Neoliberalism Individuation policies Managerialism Política educativa Neoliberalismo Políticas de individuación Gerencialismo Política educacional Políticas de individuação |
| Sumario: | In Uruguay, 2019 elections marked the end of the progressive era and the arrival to government of a coalition of right-wing parties that promoted substantive changes in various areas of the State, through a law approved by a constitutional mechanism that restricts its discussion times. In terms of education, an “educational transformation” is promoted characterized by a weakening of teacher participation and a strong hostility towards labor union organizations. This transformation process is financed through the state educational budget and loans from international financial institutions (World Bank and Inter-American Development Bank). The present work addresses some neoliberal logics that undergo this transformation, based on the analysis of official educational policy documents from the period 2020-2024 and documents from the aforementioned international institutions. This analysis allows us to observe the logic of individuation that weakens the collective, the processes of teacher responsibilization and the managerialist advance, which weakens the place of public processes and hierarchizes management and “productivity” from a reductionist view of educational processes, are discussed. Furthermore, the strong influence that international institutions have had on the guidelines of national educational policy is appreciated. |
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