Políticas educativas y valorización de la profesión docente: una revisión de las políticas educativas nacionales gubernamentales en Ecuador y Perú 1995-2010

• Ano de defesa: 2015
• Autor(a) principal: Magaly Del Rocio Robalino Campos
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Profissão docente; Trabalho docente; Políticas educativas; Políticas docentes; Perú Educação e Estado; Professores Aspectos sociais; Educação; Políticas públicas América Latina; Equador Educação e Estado
• Link de acesso: http://hdl.handle.net/1843/BUBD-A8JQ4K

This thesis aims to analyze the route of the strategies and educational policies in Latin America, with emphasis in Ecuador and Peru, since 1995 to 2010. Identifies trends and prevalent approaches in governmental national educational policies that have had an impact on the nature and content of strategies and/or policies on working conditions, training, career and teachers assessment. It also deeply studies the cases of Ecuador and Peru with the same time range, toanalyze the way the global and regional trends resulted in reforms and national educational projects, as well as teaching strategies and policies while identifies the way both countries regulate the teaching profession in their legal frameworks. Finally, this research identifies ruptures and continuities that are expressed throughout this period and provides ideas on the challenges and opportunities that teacher issues have, to become integral, intersectoral, participatory and long-term educational policies.The information was obtained from relevant literature in Latin America during the 90s and 2000s decades, on educational reforms with emphasis on aspects related to teaching subjects. In the same way, a review of international and regional organizations documents was done, which became references for the formulation of educational policies and for the adoption of teachers strategies and/or policies. Documents oneducational policies and reforms in the countries, their legal frameworks and available documentation on educational issues were also discussed. The information collection, selection, organization and interpretation were worked through documentary analysis taking into account categories of time, context, historicity and cultural specificities.