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today, in our country, people talk a lot about public policies. We are constantly hearing about public policies in health, employment, education. Public policies for youth, children, the elderly, women, Afro-descendant communities, indigenous communities; public policies to address forced displacement and re-insertion into civilian life of the armed insurgents; policies for the protection of the environment; public policy for the management and preservation of non-renewable natural resources. Public policies are demanded from all fronts of the complex social fabric. However, what is legislated in this respect does not present substantial differences, not even in form, with the traditional official policies that are managed by the state and that respond to partisan programs or to the particular interests of the large national and international economic and financial groups. . In this sense, the expression public policy is usurped by those who control the state from their position as rulers not only to justify the claim of universalization or popularization of plans and programs, with category of laws, which lack the necessary and sufficient financial backing to guarantee a coverage on par with this pretension, but to pretend the democratic power of the consultation and participation implicit in the connotation of the public. ; Mucho se habla hoy, en nuestro país, sobrelpolíticas públicas. Permanentemente estamosoyendo hablar de políticas públicas en salud,empleo, educación. Políticas públicas para lajuventud, los niños, los ancianos, las mujeres,las comunidades afrodescendientes, lascomunidades indígenas; políticas públicas paraatender el desplazamiento forzado y lare inserción a la vida civil de los alzados en armas;políticas para la protección del medio ambiente;política públicas para el manejo y preservaciónde los recursos naturales no renovables. Desdetodos los frentes del complejo entramado socialse reclaman políticas públicas. Sin embargo, loque se legisla al respecto no presenta diferenciassustanciales, ni ...

This paper aims to present a general perspective of the actions developed by the Uruguayan Broad Front, which has been defined as an example of reformed left in Latin America. The Broad Front has governed Uruguay since 2005 and has implemented several alternative and innovative policies. Methodologically, the paper is empirically supported by data and information derived of interviews conducted in Montevideo, as well of the analysis of official documents. Among the results found out, it can be highlighting the following sample: 1) innovative programmes focused on most disadvantaged young children and their families like Uruguay Crece Contigo [Uruguay grows with you] have been successfully put in place and scaled up; 2) the institution of the Salary Councils (tripartite councils made up of government representatives, businesses and workers) stimulated the formalization of work and the rise in salaries, as well as the strengthening of unions; 3) the creation of the Ministry of Social Development (MIDES) as a new centralized social authority, which shares jurisdiction with the Social Security Bank (BPS) and the Ministry of Health; 4) in the face of the failure of the so-called drug war, the regulation of the cannabis market was approved during the term of President José Mujica. Conclusively, it's affirmed, for instance, that the Broad Front perspectives and the policies it has implemented in Uruguay have instituted a new conception of the left in Latin America.

Quality on education depends on a variety of factors; an educational policy is an important aspect as well as an integral educational planning that contributes to the social and economic development of the country. This reflection addresses the issue of education as a basic right of every human being; at the same time, it is a service with a social purpose for it must respond to the needs of development pointing at the strategic areas that need to be addressed. In this regard, a public policies proposal has been formulated for a government plan which considers education as a basis to train future citizen's committed to peace, democracy, the environment and national progress. Reaching this objective requires a State vision that contemplates the different elements of the educational act, and the good practices, in order to reach an education of quality.Entorno, april 2014, issue 55: 22-28 ; La calidad de la educación depende de varios factores, siendo la política educativa un aspecto fundamental, así como también, una planificación educativa integral que contribuya al desarrollo económico y social del país. Esta reflexión aborda el tema de la educación, como un derecho básico de todo ser humano y a la vez un servicio con finalidad social, por cuanto ésta debe responder a las necesidades del desarrollo, señalando las áreas estratégicas por atender. A este respecto se formula una propuesta de políticas públicas para un plan de gobierno, que considere a la educación como base para formar a futuros ciudadanos comprometidos con la paz, la democracia, el medio ambiente y el progreso nacional. Alcanzar este objetivo, requiere una visión de Estado que contemple los diversos elementos del acto educativo y de las buenas prácticas para alcanzar una educación de calidad.Entorno, abril 2014, número 55: 22-28

In the so-called information age, the topic of digital technologies is an integral part of educational discourse and research, which have pointed to the need for teaching methods and programmes that deal with the technological innovations of our time. With this aim, numerous investments, both public and private, have been made in order to make it feasible to incorporate digital technologies into everyday school activities. However, we noticed a need to investigate what is meant by technology within the scope of education and how this understanding influences the subject. That said, this paper proposes identifying and analysing the perceptions of technology that run through the discussion of public policies on education in Brazil. For this, we used critical discourse analysis, applied to government policy documents on education determining the parameters and guidelines for incorporating digital technologies into schools. Specifically, we opted for the analysis of the 2014-2024 National Education Plan and the Connected Education Innovation Programme, the most recent policy on the topic. We propose two analytical categories on the perceptions of technology: technical artefact and socio-cultural artefact. Lastly, we consider that, although there are references to socio-cultural views on technology in the educational field, the predominant perception relates more strongly to the aspects of technology as a technical artefact. ; Na chamada era da informação, a temática das tecnologias digitais se consolida no discurso pedagógico e nas pesquisas em educação, pelos quais perpassa a denúncia da necessidade de paradigmas educacionais que dialoguem com as inovações tecnológicas de nosso tempo. Assim, numerosos investimentos, públicos e privados, vêm sendo feitos buscando viabilizar a incorporação das tecnologias digitais no cotidiano escolar. Contudo, percebe-se uma lacuna quanto às indagações sobre o que se entende por tecnologia no âmbito educacional e sobre de que maneira esse entendimento influencia o campo. Posto isso, este trabalho propõe identificar e analisar as percepções de tecnologia que perpassam o discurso das políticas públicas em educação no Brasil. Para tanto, é utilizada a análise crítica do discurso, aplicada aos documentos das políticas públicas em educação que deliberam parâmetros e diretrizes para a incorporação das tecnologias digitais no âmbito escolar. Especificamente, opta-se pela análise do Plano Nacional de Educação 2014-2024 e do Programa de Inovação Educação Conectada, política mais recente no que tange à temática. Propõem-se duas categorias de análise sobre as percepções de tecnologia: artefato técnico e artefato sociocultural. Considera-se, por fim, que, embora haja apontamentos em direção a perspectivas socioculturais quanto à tecnologia no âmbito educacional, a percepção preponderante se relaciona mais fortemente aos aspectos da tecnologia como artefato técnico.

ABSTRACT: The news on Brazil's low ranking in each edition of the Programme for International Student Assessment (PISA) tests creates intense debate about the quality of education in the country, portrayed by the mainstream media, whose discourse will be analyzed herein in order to exemplify contradictions that may become obstacles to the improvement of these indicators. What prevails is an interpretation of the results of standardized educational assessments that holds students (and by association their teachers and their schools) accountable for the poor results in these tests. Although progress has been made in terms of democratizing the entrance of the Brazilian population in schools, said approach compromises students' possibility to remain in school, as well as their access to a quality education through an educational policy perspective that prioritizes social reception to the detriment of the commitment with knowledge transmission. In the discourses analyzed in this work, we notice there is no emphasis on the fact that international assessments, such as the PISA, should be used to measure the efficiency of a country's public policies for education instead of individuals. When one simplifies the analysis of these assessments' results through a discourse that stresses only the measurement of students' performance, one obliterates the Government's duty to ensure quality education. Said movement is justified by a psychologizing interpretation of human development as a mechanism for segregation and pedagogical exclusion. KEYWORDS: assessment, education, public policies, PISA, academic performance

El ensayo con pretensiones panorámicas discurre críticamente sobre la metamorfosis de las políticas públicas educativas en Venezuela durante las últimas décadas, enfatizando en las construcciones discursivas situadas en las tensiones entre la preservación garantista de las conquistas educativas, herencia del Estado del Bienestar expresión del Estado social de derecho y el programa neoliberal que permea un sólido relato basado en la idea de la libertad, con la mercantilización de la educación que materializa las finalidades culturales y políticas del modelo. En este trayecto se sintetizan momentos del decurso histórico educativo del país, resaltando algunos matices de las ideas fuerza que gobernaban los relatos que perfilaban el desmontaje de las políticas educativas basadas en la inclusión y gratuidad, bajo los argumentos de la pérdida de la calidad, la recuperación de la capacidad de gestión del sistema y, de manera especial, el de la "libertad de elección". Finalmente, se describen analíticamente los rasgos definitorios de este tiempo venezolano en el que se combinan dos eventos catastróficos: la política unilateral y coercitiva de sanciones y bloqueos y la pandemia por la propagación de la Covid – 19, y sus efectos en la coyuntura actual. ; This essay with panoramic pretensions critically discusses the metamorphosis of educational public policies in Venezuela during the last decades, emphasizing the discursive constructions located in the tensions between the guaranteeing preservation of educational conquests, inheritance of the Welfare State, expression of the social State of right and the neoliberal program that permeates a solid story based on the idea of freedom, with the mercantilization of education that materializes the cultural and political purposes of the model. Along this path, moments of the historical educational course of the country are synthesized, highlighting some nuances of the ideas that governed the narratives that outlined the dismantling of educational policies based on inclusion and free education, under the arguments of the loss of quality, the recovery of the system's management capacity and, especially, that of the "freedom of choice". Finally, it analytically describes the defining features of this Venezuelan time in which two catastrophic events are combined: the unilateral and coercive policy of sanctions and blockades and the pandemic due to the spread of Covid-19, and its effects on the current situation.

This paper shows a review of the equality public policies in education over the last decade in Spain and, especially, in Andalusia. The paper summarizes the regulatory framework developed with the main objectives, methods and means implemented to promote equality in education. We conducted a present balance of plans, programs and actions of the Andalusian government on equality and prevention of gender-based violence in education and reflect on future challenges.

The empirical analysis of the effects of government policies on the incentives of economic agents is the leitmotif of the present thesis, with two distinct fields of application. While the first essay mostly contributes to the empirical banking literature, with a focus on the link between implicit guarantees for bank debt and political connections in Europe, the second one contributes to the field of education economics and is devoted to an analysis of the effects of bibliometric-based hiring and promotion schemes in Italian public universities on scholars' productivity. The two essays also share some methodological affinities. First, the two projects exploit two different identification strategies that have the common ambition of isolating and estimating a causal effect of public policies on the outcomes of interest. Second, the two works are characterized by the use of two original datasets, that have been obtained merging multiple sources of data, some of them pre-existing and others that have been hand-collected. Finally, the two essays share the novelty of the research questions they aim to answer, which are relatively unexplored by the existing literature.

The objective of the present investigative work was to analyze the access of persons deprived of liberty to education as a means for social rehabilitation and labor reintegration, after serving the sentence. The scientific research methodology used for the case of Centers for Deprivation of Liberty in Ecuador and its educational processes was Documentary, Analytical and Descriptive, which, through the technique of observation and statistical-documentary analysis, managed to collect informative data on the actions issued. by the institutions related to the Prison System and the National Education System in matters of public policy, aimed at granting the right to education to Persons Deprived of Liberty (PPL) as determined by the Constitution; Allowing to know what public policies guarantee access to education in the Centers for Deprivation of Liberty in Ecuador? How many prisoners have access to the educational service in prisons? What were the inter-institutional actions that motivated the admission of the prisoners to the continuous learning process? How many teachers per PPL students are part of the system? From the academic field it is concluded that the educational axis is the fundamental pillar to achieve true social rehabilitation and job development; however, in the country the transformation of the Social Rehabilitation System has not been achieved. ; El objetivo del presente trabajo investigativo fue analizar el acceso de las personas privadas de libertad a la educación como medio para la rehabilitación social y reinserción laboral, después del cumplimiento de la pena. La metodología científica de investigación utilizada fue la documental, analítica y descriptiva, que mediante la técnica de la observación y el análisis estadístico-documental logró recopilar datos informativos sobre las acciones emitidas por las instituciones relacionadas con el sistema carcelario y el sistema nacional de educación en materia de política pública, encaminada a otorgar el derecho a la educación de las personas privadas de la libertad (PPL) como lo determina la Constitución; permitiendo conocer ¿qué políticas públicas garantizan el acceso a la educación en los Centros de Privación de la Libertad del Ecuador?; ¿cuántos presos tienen acceso al servicio educativo de las cárceles?;¿cuáles fueron las acciones interinstitucionales que motivaron el ingreso de los presos al proceso de aprendizaje continuo?; ¿cuántos docentes por estudiantes PPL son parte del sistema? Desde el ámbito académico se concluye que el eje educativo es el pilar fundamental para alcanzar la verdadera rehabilitación social y el desarrollo laboral; sin embargo, en el país no se ha alcanzado la transformación del sistema de rehabilitación social.