Teaching Educational Policy in Uruguay: incipient accumulation or lag?

Abstract

The article is the result of exploratory and descriptive research focused on the teaching of Educational Policy (PE) at the undergraduate and postgraduate level in higher education in Uruguay. Based on secondary and primary data, the text shows that there is a lack of training in PE, it is located in the capital of the country (Montevideo), it is mainly made up of graduate courses and is notoriously deficient in the initial training of primary teachers and middle school teachers; the courses cover a broad agenda not focused on the Uruguayan case, adopt an interdisciplinary approach and are guided by eclectic objectives, that is academic and intervention goals. The article underlines a relative backwardness of this field of study regarding other approaches to the educational phenomenon and explains it through two independent factors: the slow development of education studies in the country and the strong autonomic tradition of the Uruguayan educational system.

Keywords

• Teaching of Educational Policy
• Education in Uruguay
• Teachers' training