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 | |
|
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 |
|
| Español | |
| Universidad ORT Uruguay | |
| RAD | |
|
https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/3094
http://hdl.handle.net/20.500.11968/4596 |
|
| Acceso abierto | |
| http://creativecommons.org/licenses/by/4.0 |
| _version_ | 1807261362323193856 |
|---|---|
| author | Rivero, Leonel |
| author2 | Ferrando, Fiorella |
| author2_role | author |
| author_facet | Rivero, Leonel Ferrando, Fiorella |
| author_role | author |
| collection | RAD |
| dc.creator.none.fl_str_mv | Rivero, Leonel Ferrando, Fiorella |
| dc.date.none.fl_str_mv | 2022-02-28 |
| dc.description.en-US.fl_txt_mv | 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. |
| dc.description.es-ES.fl_txt_mv | 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. |
| dc.description.pt-BR.fl_txt_mv | 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. |
| dc.format.none.fl_str_mv | application/pdf text/html text/xml |
| dc.identifier.none.fl_str_mv | https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/3094 10.18861/cied.2022.13.1.3094 |
| dc.identifier.uri.none.fl_str_mv | http://hdl.handle.net/20.500.11968/4596 |
| dc.language.iso.none.fl_str_mv | spa |
| dc.publisher.es-ES.fl_str_mv | Universidad ORT Uruguay |
| dc.relation.none.fl_str_mv | https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/3094/3509 https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/3094/3590 https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/3094/3583 |
| dc.rights.license.none.fl_str_mv | http://creativecommons.org/licenses/by/4.0 |
| dc.rights.none.fl_str_mv | info:eu-repo/semantics/openAccess |
| dc.source.en-US.fl_str_mv | Cuadernos de Investigación Educativa; Vol. 13 No. 1 (2022): Cuadernos de Investigación Educativa |
| dc.source.es-ES.fl_str_mv | Cuadernos de Investigación Educativa; Vol. 13 Núm. 1 (2022): Cuadernos de Investigación Educativa |
| dc.source.none.fl_str_mv | 1688-9304 1510-2432 10.18861/cied.2022.13.1 reponame:RAD instname:Universidad ORT Uruguay instacron:Universidad ORT |
| dc.source.pt-BR.fl_str_mv | Cuadernos de Investigación Educativa; v. 13 n. 1 (2022): Cuadernos de Investigación Educativa |
| dc.subject.en-US.fl_str_mv | teaching profession teaching identity recognition meaningfulness in work Axel Honneth |
| dc.subject.es-ES.fl_str_mv | profesión docente identidad docente reconocimiento significatividad del trabajo Axel Honneth |
| dc.subject.pt-BR.fl_str_mv | profissão docente identidade de ensino reconhecimento significância no trabalho Axel Honneth |
| dc.title.none.fl_str_mv | 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 |
| dc.type.none.fl_str_mv | info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
| dc.type.version.none.fl_str_mv | info:eu-repo/semantics/publishedVersion |
| description | 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. |
| eu_rights_str_mv | openAccess |
| format | article |
| id | RAD_f000c9757d17d4066ccb318b3db7283d |
| identifier_str_mv | 10.18861/cied.2022.13.1.3094 |
| instacron_str | Universidad ORT |
| institution | Universidad ORT |
| instname_str | Universidad ORT Uruguay |
| language | spa |
| network_acronym_str | RAD |
| network_name_str | RAD |
| oai_identifier_str | oai:rad.ort.edu.uy:20.500.11968/4596 |
| publishDate | 2022 |
| reponame_str | RAD |
| repository.mail.fl_str_mv | rodriguez_v@ort.edu.uy |
| repository.name.fl_str_mv | RAD - Universidad ORT Uruguay |
| repository_id_str | 3927 |
| rights_invalid_str_mv | http://creativecommons.org/licenses/by/4.0 |
| spelling | Rivero, LeonelFerrando, Fiorella2022-02-28The 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.application/pdftext/htmltext/xmlhttps://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/309410.18861/cied.2022.13.1.3094http://hdl.handle.net/20.500.11968/4596spaUniversidad ORT Uruguayhttps://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/3094/3509https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/3094/3590https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/3094/3583info:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by/4.0Cuadernos de Investigación Educativa; Vol. 13 No. 1 (2022): Cuadernos de Investigación EducativaCuadernos de Investigación Educativa; Vol. 13 Núm. 1 (2022): Cuadernos de Investigación EducativaCuadernos de Investigación Educativa; v. 13 n. 1 (2022): Cuadernos de Investigación Educativa1688-93041510-243210.18861/cied.2022.13.1reponame:RADinstname:Universidad ORT Uruguayinstacron:Universidad ORTprofesión docenteidentidad docentereconocimientosignificatividad del trabajoAxel Honnethprofissão docenteidentidade de ensinoreconhecimentosignificância no trabalhoAxel Honnethteaching professionteaching identityrecognitionmeaningfulness in workAxel HonnethEl eachers’ work recognition in Uruguay: new approaches and evidenceEl reconocimiento del trabajo docente en Uruguay: nuevos enfoques y evidenciasO reconhecimento do trabalho docente no Uruguai: novas perspectivas e evidenciasinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/publishedVersion20.500.11968/45962023-06-01 16:36:15.036oai:rad.ort.edu.uy:20.500.11968/4596https://rad.ort.edu.uyUniversidadhttps://www.ort.edu.uy/https://rad.ort.edu.uy/server/oai/requestrodriguez_v@ort.edu.uyUruguayopendoar:39272023-06-01T16:36:15RAD - Universidad ORT Uruguayfalse |
| spellingShingle | El eachers’ work recognition in Uruguay: new approaches and evidence Rivero, Leonel 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 |
| status_str | publishedVersion |
| title | El eachers’ work recognition in Uruguay: new approaches and evidence |
| title_full | El eachers’ work recognition in Uruguay: new approaches and evidence |
| title_fullStr | El eachers’ work recognition in Uruguay: new approaches and evidence |
| title_full_unstemmed | El eachers’ work recognition in Uruguay: new approaches and evidence |
| title_short | El eachers’ work recognition in Uruguay: new approaches and evidence |
| title_sort | El eachers’ work recognition in Uruguay: new approaches and evidence |
| topic | 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 |
| url | https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/3094 http://hdl.handle.net/20.500.11968/4596 |
