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AbstractThis article discusses the evolution of the total and social public expenditure in Uruguay during the 20thcentury. It analyzes the growth path of the social public expenditure and the extent up to which it could be preserved from the cyclical economic downturns and the fiscal constraints of the Public Sector. The paper finds a low long-run elasticity of public spending to GDP – leading to a slow growth of social public expenditure and a remarkable procyclical pattern of total and social public expenditure. It also shows that social spending, especially education expenditure, has often been used as an instrument to curb budget deficits. No distinctive «fiscal regimes» for the period could be identified.

By the turn of the 20th century, nation-building reformers in Spain tried to stimulate schooling expansion to improve (or at least dignify) Spain's position in the international arena. However, in this paper we find that democratic imperfections help explaining the modest spread of primary schooling after the 1902 reforms. Regression results show that the lack of effective electoral competition and political patronage lowered public primary education spending across Spanish provinces in 1902-22. Voter turnout had a positive impact but it was not big enough to compensate for this negative effect.

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Este trabajo brinda evidencia sobre las desigualdades de género en la práctica académica de la Historia Económica en Uruguay. Se basa en datos sobre carrera laboral, producción y percepciones de los miembros de la Asociación de Historia Económica del Uruguay (AUDHE) y su contrapunto con los hallazgos para la economía. Se encuentra que, con la profesionalización y expansión de la Historia Económica, las mujeres han tendido a rezagarse en la participación institucional, la culminación de estudios superiores y el inicio de la carrera académica. En el desempeño profesional, se identifica un "techo de cristal", segregación de las agendas de investigación por género y estancamiento en la proporción de autoras en la producción total. En términos de percepciones, si bien la comunidad académica reconoce las disparidades, las mujeres las atribuyen, mayoritariamente, al sistema de organización del trabajo, mientras los varones colocan el acento en la actitud de las mujeres.