El eachers’ work recognition in Uruguay: new approaches and evidence
El reconocimiento del trabajo docente en Uruguay: nuevos enfoques y evidencias
O reconhecimento do trabalho docente no Uruguai: novas perspectivas e evidencias
| 2022 | |
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profesión docente identidad docente reconocimiento significatividad del trabajo Axel Honneth profissão docente identidade de ensino reconhecimento significância no trabalho Axel Honneth teaching profession teaching identity recognition meaningfulness in work Axel Honneth |
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| Español | |
| Universidad ORT Uruguay | |
| RAD | |
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https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/3094
http://hdl.handle.net/20.500.11968/4596 |
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| Acceso abierto | |
| http://creativecommons.org/licenses/by/4.0 |
| Sumario: | 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. |
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