scholarly journals Gestión educativa: Tendencias de las políticas públicas educativas implementadas en Colombia

2017 ◽  
Vol 2 (2) ◽  
pp. 6 ◽  
Author(s):  
Andrea Aguilar- Barreto ◽  
Ysehidi Rocio Velandia –Riaño ◽  
Clara Paola Aguilar- Barreto ◽  
Gerson Rincón Álvarez
Keyword(s):  
Public Education ◽  
Public Policies ◽  
Educational Quality ◽  
Technical Training ◽  
General Context ◽  
Education Policies ◽  
National Integration ◽  
The Public ◽  
The People ◽  
Siglo Xx

Resumen Este artículo muestra los resultados de una investigación que se propuso identificar las principales tendencias en materia educativa que se han implementado en Colombia en el transcurso del siglo XX. Para ello se contextualiza la evolución histórica de las políticas públicas educativas colombianas durante el período e identificar las reformas educativas de mayor trascendencia en el país a fin de situar en un contexto más general las políticas públicas educativas actualmente vigentes. El trabajo se desarrolló mediante una revisión documental. La metodología utilizada fue cualitativa por cuanto estudia la realidad tal y como sucede y se procura otorgar sentido e interpretar los fenómenos de acuerdo con los significados que tienen para las personas implicadas. Del estudio se concluye que las políticas públicas del estado colombiano en torno a la educación han respondido a los propósitos de integración nacional, de valoración de la formación técnica como medio para potenciar la capacidad de la fuerza de trabajo, así como de homogenización de valores ideológicos básicos.Palabras clave: políticas públicas, políticas educativas públicas, calidad educativaEducation Management: Trends in public education policies implemented in ColombiaAbstractThis article shows the results of a research that aimed to identify the main trends in education that have been implemented in Colombia during the course of the 20th century. For this purpose, the historical evolution of Colombian public education policies during the period is contextualized and the most important educational reforms in the country are identified in order to place the current public education policies in a more general context. The work was developed through a documentary review. The methodology used was qualitative as it studies reality as it happens and seeks to give meaning and interpret the phenomena according to the meanings they have for the people involved. The study concludes that the public policies of the Colombian state regarding education have responded to the purposes of national integration, of valuing technical training as a way to enhance the capacity of the workforce, as well as the homogenization of ideological values basic.Keywords: public policies, public education policies, educational quality Gestão educacional: Tendências nas políticas de educação pública implementadas na ColômbiaResumoEste artigo mostra os resultados de uma pesquisa que visou identificar as principais tendências em educação que foram implementadas na Colômbia no decurso do século XX. Para tanto, a evolução histórica das políticas coloniais de educação pública durante o período é contextualizada e as mais importantes reformas educacionais no país são identificadas para colocar as políticas atuais de educação pública em um contexto mais geral. O trabalho foi desenvolvido através de uma revisão documental. A metodologia utilizada foi qualitativa na medida em que estuda a realidade como acontece e procura dar sentido e interpretar os fenômenos de acordo com os significados que eles têm para as pessoas envolvidas. O estudo conclui que as políticas públicas do estado colombiano em matéria de educação responderam aos propósitos da integração nacional, a avaliação do treinamento técnico como meio de aumentar a capacidade da força de trabalho, bem como a homogeneização dos valores ideológicos básicos.Palavras-chave: políticas públicas, políticas de educação pública, qualidade educacional

scholarly journals Políticas para la gestión de la educación pública obligatoria en Uruguay

2020 ◽  
Vol 28 ◽  
pp. 44
Author(s):  
Adriana Aristimuño ◽  
Pablo Landoni-Couture ◽  
María Inés Vázquez
Keyword(s):  
Public Policy ◽  
Public Education ◽  
Continuous Flow ◽  
Public Policies ◽  
Time Frame ◽  
Education Policies ◽  
Reference Time ◽  
The Public ◽  
Require Solution ◽  
Policy Cycles

The purpose of this paper is to analyze the management of public education policies in Uruguay, taking as a reference time frame, two relevant milestones: (i) the period 1995-2004, which we will call “Rama Reform,” and (ii) the period 2005-2018, which we will call "FA Administration". To analyze both periods we have used a model developed by Joan Subirats, which defines a series of moments in the public policy cycles,which in this case, we will associate with the educational ones. From this perspective, public policies are considered a “continuous flow of decisions and procedures that are intended to make sense” (Subirats et al., 2012, p. 33). This perspective allows us to establish some common parameters from which to analyze two different historical moments: identify the hierarchical issues as "relevant" or "problematic" that require solution; place the place that these issues took on the national public agenda; analyze the formulation and management of programs that emerged, and identify the evaluation proposals that were defined and implemented to monitor and evaluate their impact. This model addressed substantial issues on the educational agenda within the mandatory range. For their implementation, all the analyzed innovative components required  the revision of current regulations and the strengthening of management. This study identifies articulation and disruption processes that were generated between both cycles, as a way of analyzing local capacities to produce synergies between the different innovative processes implemented during the last decades.

scholarly journals POLÍTICAS PÚBLICAS EDUCATIVAS CAMPESISNAS EN EL CONTEXTO DE AMÉRICA LATINA: apontamentos sobre Brasil y Venezuela

2018 ◽  
Vol 25 (4) ◽  
pp. 11
Author(s):  
Paulina Elena Villasmil Socorro ◽  
Samuel Hilcías Carvajal Ruíz ◽  
Arlete Ramos dos Santos ◽  
Claudio Pinto Nunes
Keyword(s):  
Latin America ◽  
Public Education ◽  
Rural Areas ◽  
Public Policies ◽  
Point Of View ◽  
Field Education ◽  
Documentary Analysis ◽  
The People ◽  
America Latina ◽  
Siglo Xx

ResumenEse artículo trae un recorte analítico del proceso de formulación y aplicación de las políticas públicas neo-liberales implementadas en América Latina con impactos en los sistemas públicos educativos con destaque al desarrollo de dichas políticas en los sectores rurales, y foco en la Educación del Campo, observando específicamente Brasil y Venezuela. La metodología utilizada fue la cualitativa, y los datos fueron recolectados por medio de la revisión bibliográfica y análisis documental, principalmente el análisis de la legislación en los países citados. Los resultados demostraran que en el caso de Venezuela, hasta los fines del siglo XX el acento de las políticas públicas estuvo afianzado en la urbanización de lo rural, con una educación subordinada a la cultura del petróleo. Y en Brasil, la educación para los pueblos del campo ha sido una disputa constante entre agro-negocio y la población campesina, pero logró numerosas conquistas del punto de vista de las políticas educacionales.PUBLIC POLICIES OF PEASANT EDUCATION IN THE CONTEXT OF LATIN AMERICA: notes on BRAZIL and VENEZUELAAbstract: This article brings an analytical cut of the process of formulation and application of neoliberal public policies implemented in Latin America with impacts on public education systems, highlighting the development of such policies in rural sectors, and focus on field education, specifically observing Brazil and Venezuela. The methodology used was qualitative, and the data were collected through bibliographic review and documentary analysis, mainly the analysis of the legislation in the countries mentioned. The results showed that in the case of Venezuela, until the end of the 20th century, the focuse of public policies was consolidated in the urbanization of rural areas, with education subordinated to the petroleum culture. And in Brazil, education for the people of the countryside has been a constant dispute between agribusiness and peasantry, but has achieved numerous conquests from the point of view of educational policies. Keywords: Latin America. Field Education. Rural Education. Educational policies.POLÍTICAS PÚBLICAS EDUCATIVAS CAMPESISNAS NO CONTEXTO DA AMÉRICA LATINA: apontamentos sobre Brasil e VenezuelaResumoEste artigo traz um recorte analítico do processo de formalização e aplicação das políticas públicas neoliberais implementadas na América Latina com impactos nos sistemas educativos com destaque para o desenvolvimento de tais políticas nos setores campesinos, e foco na Educação do Campo, observando especificamente Brasil e Venezuela. A metodologia utilizada foi qualitativa e os dados foram coletados por meio da revisão bibliográfica e análise documental, principalmente a análise da legislação nos países citados. Os resultados demonstraram que no caso da Venezuela, até o fim do século XX, o assento das políticas públicas esteve afincado na urbanização do rural, com uma educação subordinada à cultura do petróleo. E no Brasil, a educação para os povos do campo tem se dado num contexto de disputa constante entre o agronegócio e a população camponesa, mas tem conseguido numerosas conquista do ponto de vista das políticas educacionais.Palavras-chave: América Latina. Educação do Campo. Educação Rural. Políticas Educacionais.

scholarly journals “We have never been public:” Continuity and change in the policy production of “the public” in education in England

2021 ◽  
pp. 147490412199047
Author(s):  
Matthew Clarke ◽  
Martin Mills
Keyword(s):  
Public Education ◽  
Progressive Education ◽  
Central Government ◽  
First Century ◽  
Government Control ◽  
The Public ◽  
Continuity And Change ◽  
The People ◽  
Future Potential ◽  
Education And Society

Recent educational reforms in England have sought to reshape public education by extending central government control of curriculum and assessment, while replacing local government control of schools with a quasi-private system of academies and multi academy trusts. In this paper, we resist reading this as the latest iteration of the debate between “traditional” and “progressive” education. Instead, we note how, despite the mobilisation of the rhetoric of the public and public education, schooling in England has never been public in any deeply meaningful sense. We develop a genealogical reading of public education in England, in which ideas of British universalism – “the public” – and inequality and exclusion in education and society have not been opposed but have gone hand-in-hand. This raises the question whether it is possible to envisage and enact another form of collective – one that is based on action rather than fantasy and that is co-authored by, comprising, and exists for, the people. The final part of this paper seeks to grapple with this challenge, in the context of past, present and future potential developments in education, and to consider possibilities for the imaginary reconstitution of public education in England in the twenty-first century.

The Age of Enlightenment and Education

2021 ◽  
Author(s):  
Carlota Boto
Keyword(s):  
Public Education ◽  
Social Life ◽  
18Th Century ◽  
Point Of View ◽  
Free Access ◽  
The Public ◽  
The Enlightenment ◽  
The People ◽  
The Matrix ◽  
State Guard

The Enlightenment was an intellectual movement that took place in Europe in the 18th century, whose main characteristic was criticism. For the Enlightenment theorists, it was assumed that the idea of reason should be the basis of all actions taken in every sphere of social life. The aim of the present study is to investigate the entanglement between Enlightenment and education. In order to do so, we first resort to Kant’s thought. Kant characterizes the Enlightenment as man’s emergence from his own immaturity, defining immaturity as the inability to use one’s own understanding. One can say that the Enlightenment has an intrinsic pedagogical dimension. The enterprise of Diderot’s Encyclopedia consisted of a project that could be regarded as pedagogical, since it aimed at spreading the new breakthroughs of knowledge in all fields to an increasing number of people. The belief of the Enlightenment was that progress in science and technology did not only depend on advances in accumulated knowledge. The achievements of science would also—beyond the new discoveries in the various fields of knowledge—be furthered through the irradiation of that knowledge. The expansion of access to the achievements of science for an increasing number of people was one of the main objectives of the Enlightenment theorists, and particularly of the Encyclopedia. It should be noted that these pedagogical projects were based on the thesis that the schooling of society was a strategy with which to secure and consolidate the path of reason, and to protect it against dogmas and prejudices against it. For this reason, the Enlightenment consisted of organization of the intellectual world, whereby the activity of thought effectively became a struggle in favor of freedom of reasoning and freedom of belief. In the Enlightenment ideas of education as set out in Diderot’s Plan of a University or of a Public Education in All Sciences, written while he was under state guard, one can see how the idea of instruction is linked to the concept of civilization. It was believed that, through education, the nation could be enlightened, and the people would also be better prepared to live as good citizens. In addition, it was believed that school education would give people the opportunity to develop the talents nature had endowed them with. The idea was that allowing everyone to have free access to the instruments of rationality and freedom of judgment would bring about the possibility of a fairer, more egalitarian society in which distinctions between its citizens were based on merit rather than inequalities of fortune. Finally, Condorcet’s proposal for the organization of the public education undoubtedly constitutes the matrix of our contemporary idea of the state school. To develop reason presupposes, from the point of view of the Enlightenment, using the instruments of that reason so it can be expressed. This implied the formation of public opinion, which was, per se, a pedagogical task. Also, and most importantly, this implied the necessity of the creation of schools.

scholarly journals Putting the public back in behavioral public policy

2018 ◽  
Vol 2 (2) ◽  
pp. 218-226 ◽  
Author(s):  
PATRICIA DE JONGE ◽  
MARCEL ZEELENBERG ◽  
PEETER W.J. VERLEGH
Keyword(s):  
Public Policies ◽  
Persuasion Knowledge ◽  
The Public ◽  
The People ◽  
Academic Researchers ◽  
Additional Challenge ◽  
Challenges And Opportunities ◽  
To Come ◽  
Influence Attempts ◽  
Influence Behavior

AbstractBehavioral public policies are aimed at influencing the behavior of the public in a way that is advantageous for the public itself and within the law. Sanders, Snijders and Hallsworth (2018, this issue) summarize the state of the art of this new field of study and introduce a number of challenges and opportunities for the time to come. We address an additional challenge that is present and central in all attempts to influence behavior, namely the public – the people that are the target of behavioral public policies. We review evidence revealing that people do not passively accept those influence attempts, but often show reactant responses. We propose that the Persuasion Knowledge Model provides a framework both to understand the reactions of the public and to facilitate communication between academic researchers and practitioners.

scholarly journals IMPRENSA E FAVELAS, REPRESENTAÇÕES E POLÍTICAS

2018 ◽  
Vol 4 (2) ◽  
pp. 712
Author(s):  
Daniella Guedes Rocha
Keyword(s):  
20Th Century ◽  
Public Policies ◽  
Public Security ◽  
The Public ◽  
Journalism Studies ◽  
Palabras Clave ◽  
Siglo Xx ◽  
Disease Focus

Este artigo analisa os diferentes enquadramentos sobre as favelas encontrados na imprensa carioca desde o fim do século XX, identificando uma relação entre estas representações e as políticas públicas voltadas para aqueles espaços em cada período. De antro de doenças, num momento em que a política higienista era dominante, ao espaço da criminalidade, quando a favela se torna essencialmente um problema de segurança pública, as representações e as políticas caminham juntas no tempo.   PALAVRAS-CHAVE: Estudos de Jornalismo; Jornalismo Impresso; favelas.       ABSTRACT This article analyzes the different frameworks about the favelas found in the carioca press since the end of the 20th century, identifying a relation between these representations and the public policies directed to those spaces in each period. From a  disease focus, at a time when the hygienist policy was dominant, to the space of crime, when the favela becomes essentially a problem of public security, representations and policies go together in time.   KEYWORDS: Journalism Studies; Printed journalism; slums.     RESUMEN Este artículo analiza las diferentes representaciones de las favelas que se encuentran en la prensa de Río desde el final del siglo XX, identificando una relación entre estas representaciones y las políticas públicas para aquellos espacios en cada período. De foco de enfermedades, en un momento en que la política higienista era dominante, al espacio de la delincuencia, cuando la favela se convierte esencialmente en un problema de seguridad pública, representaciones y políticas van de la mano en el tiempo.   PALABRAS-CLAVE: Estudios de Periodismo; Periodismo Impreso; favelas.

scholarly journals SUNDAY SCHOOLS AS BASIC EDUCATION CENTERS

2021 ◽  
pp. 91-94
Author(s):  
V. SHAFRANOVSKIY
Keyword(s):  
Public Education ◽  
Basic Education ◽  
Main Task ◽  
Educational Work ◽  
The Public ◽  
Sunday Schools ◽  
The People ◽  
Initial Learning ◽  
Adults And Children ◽  
Xix Century

The article considers the functioning of Sunday schools in the second half of the XIX century. The process of teaching in Sunday schools on the basis of the Rules of 1884 and the Programs of 1886 and 1898 is considered. The functioning of the system of public education in the second half of the XIX century. was represented by the initial level of knowledge acquisition, which is mainly provided by church-parish, Sunday and zemstvo schools. The clergy and the church as a whole have always played an important role in Ukrainian society. One of the important areas of educational work of the Orthodox clergy was the education and upbringing of children. It is difficult to overestimate the church’s contribution to the development and operation of primary education. Educational institutions functioned at monasteries and churches throughout Ukraine. The highest clergy also made a great contribution. It was interested in organizing education for the people, because during this period the clergy remained the most educated section of the population.Sunday schools for adults and children were known as the earliest form of extracurricular education in Russia. They arose in the XVIII century at monasteries, but did not become widespread. From the middle of the XIX century similar schools began to be established at universities, gymnasiums, factories and plants. Their organizers considered the main task of teaching everyone to read and write (reading, writing, arithmetic), as well as the formation of Orthodox morality and spirituality. The program of teaching the Law of God, reading, writing, and arithmetic was compulsory in the first Sunday schools. The first thing that taught the illiterate was reading. Zolotov’s sound technique was widely used, which included three stages of initial learning of reading: acquaintance with vowel sounds, reading syllables, reading according to Zolotov’s tables. Thus, the process of teaching in Sunday schools in the late XIX - early XX centuries. was not homogeneous in content. Sunday schools had some influence in the public education system.

scholarly journals Informaciniai nutylėjimai: priežastys ir pasekmės

2014 ◽  
Vol 68 ◽  
pp. 127-146
Author(s):  
Mantas Martišius
Keyword(s):  
Public Space ◽  
Media Coverage ◽  
Social Issues ◽  
Modern Society ◽  
General Context ◽  
Critical Approach ◽  
The Public ◽  
The People ◽  
The Media ◽  
Political Economic

Šiuolaikinėje visuomenėje žiniasklaida atlieka svarbią funkciją. Ji ne tik informuoja, teikia pramogą ar šviečia, bet ir kuria bendrąjį kontekstą. Žiniasklaidos temų darbotvarkės kūrimas formuoja visuomenės temų darbotvarkę. Medijos teikiamos informacijos kokybė lemia visuomenėje naudojamo diskurso lygį, o pastarasis turi įtakos bendrųjų politinių, ekonominių ar socialinių klausimų sprendimui. Siūlomas naujas teorinis bendrojo konteksto nagrinėjimo aspektas – informacinis nutylėjimas. Informaciniai nutylėjimai – tai svarbios informacijos nepasakymas, kuris veikia bendrąjį kontekstą. Empirinis tyrimas nėra atliekamas, nes siekiama į reiškinį pažvelgti komunikacijos teorijos aspektu. Kitas aspektas, kad informacinių nutylėjimų empirinis nagrinėjimas vestų prie konkrečios istorijos pateikimo analizės. Būtų prarastas holistinis teorinis požiūris į informacinį nutylėjimą, kai, pateikiant informaciją ir sąmoningai ar atsitiktinai dalį svarbių žinių, duomenų ar faktų paliekant paraštėse, kuriamas nevisavertis visuomenės informuotumas. Straipsnio tikslas – analitiniu teoriniu būdu panagrinėti informacinio nutylėjimo reiškinį, jį sieti su propaganda ir bendrojo konteksto formavimu. Aptarti informacinio nutylėjimo priežastis ir poveikį Jurgeno Habermaso viešosios erdvės teorijos aspektu.Pagrindiniai žodžiai: informacinis nutylėjimas, propaganda, bendrasis kontekstas, žiniasklaida. Informative veiling: causes and consequencesMantas Martišius SummaryIn the modern society, the media play an important role. They not only inform, educate and provide entertainment, but also provide to the people the general context. Creating the news, the media shape the public agenda. The information provided by the media determine the quality of society’s discourse level and affect the political, economic, and social issues. The article theoretically proposes a new aspect of the examination, which is the information veiling. Informative veiling is an important information suppressing, which affects understanding of the context of general events. The information veiling can be intentional or accidental, but the effect will be the suppressing of important knowledge, data or facts and their unbalanced awareness. The purpose of the article is to examine analytically and theoretically the phenomenon of information veiling, linking it with propaganda and the context formation in general. In the deliberate or accidental information veiling, the result appears to be similar. Such information creates a weakly informed audience which is not using the valuable information for making the most effective decisions. If the public space is dominated by a large percentage of information veiling news, in society evolve myths, false assessments, and incorrect conclusions. In order to reduce the influence of information veiling, the audience should be careful as to the source of information and its expected effect. Examination of the media interest in the material reduces its propagandistic effect, and a more critical approach to the media coverage could reduce the information influence on the audience. On the other hand, we have to admit that it is a more idealistic approach rather than the reality.

scholarly journals Lithuanian public opinion and the EU membership

2010 ◽  
Vol 2 (2) ◽  
pp. 295-312
Author(s):  
Elena Dragomir
Keyword(s):  
Foreign Policy ◽  
Public Opinion ◽  
Public Support ◽  
The Political ◽  
General Context ◽  
Post Cold War ◽  
The Public ◽  
Policy Goals ◽  
The People ◽  
The Eu

During the early 1990s, following the restoration of independence, Lithuania reoriented in terms of foreign policy towards West. One of the state’s main foreign policy goals became the accession to the EU and NATO. Acknowledging that the ‘opinion of the people’ is a crucial factor in today’s democracy as it is important and necessary for politicians to know and take into consideration the ‘public opinion’, that is the opinion of the people they represent, this paper brings into attention the public support for the political pro-West project. The paper is structured in two main parts. The first one presents in short the politicians’ discourse regarding Lithuania’s accession to the EU and its general ‘returning to Europe’, in the general context of the state’s new foreign policy, while the second part presents the results of different public opinion surveys regarding the same issue. Comparing these two sides, in the end, the paper provides the answer that the Lithuanian people backed the political elites in their European projects. Although, the paper does not represent a breakthrough for the scientific community, its findings could be of interest for those less familiarized with the Lithuanian post-Cold War history, and especially for the Romanian public to whom this journal mainly addresses.

scholarly journals Public education policies: equity and educational success

1970 ◽  
Author(s):  
Valter Lemos
Keyword(s):  
Public Education ◽  
Public Policies ◽  
School Achievement ◽  
Educational Success ◽  
Education Policies ◽  
The Past ◽  
School Access ◽  
Relationship Of ◽  
The Relationship

The article analyzes the evolution of the concept of equity and its implications onthe education public policies agenda. It analyzes also the relationship of equity ineducation with school results namely two indicators of school access and achievement.In this context we study the evolution of those in the Portuguese schoolsystem, over the past 50 years, and concluded by the progression of equity conditions,expressed in the continued improvement of the two indicators, albeit moreconsistent in school access than in school achievement.

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