The accelerated times with which decisions are being made reveal improvisation, where political deadlines prevail over institutional ones, since it is not possible that these modifications can be adequately implemented in a few weeks, taking into account the complexity of our educational system. .
A transformation is being announced that operates to the detriment of public education, where it is expressed that the centrality is in the student but without investment.
Budget cuts cause a decrease in spending per student that negatively affects the education that our children receive.
As for the concept of autonomy that they want to apply, their interpretation is far from the historical legacy that the national teachers have defended.
Nothing that is being modified meets the real needs of education: they should be proposing an increase in teaching time, paid coordination time between teachers, teaching, non-teaching and multidisciplinary support to collaborate in the learning of boys and girls, reduction in the amount of students per group, permanent training, coordination with social programs in each territory, expansion of the Community Teachers Program, among many other solutions to the difficulties encountered by teachers in each school and kindergarten.
After the pandemic, our country reached high levels of children below the poverty line; There is not, nor was there any policy that addresses this situation. Nor have alternatives been proposed for work in schools that face the consequences of the pandemic on children that are expressed in absenteeism, desertion, violence and learning delays.
To all this we add the modification in the extension of pedagogical time that from now on will be outsourced; in the counter shift, the students will be assisted by NGOs or sports clubs. They extend the time of permanence of the students at a low cost, without quality and outside the orbit of the DGEIP
As far as secondary education is concerned, a significant number of teaching hours are being cut in some subjects, which is detrimental to comprehensive and
It directly impacts the labor sources of our colleagues, generating instability and uncertainty.
In short, we emphatically reject the way in which this government has been carrying out changes in education and we maintain that none of them solves its real problems.
We understand that to laud these issues, the National Congress of Education should be convened.
National Executive Secretary
FUM-TEP (Uruguayan Federation of Teachers – Primary Education Workers)
