SOCIAL SERVICE CURRICULA IN URUGUAY: BACKGROUNDS, AND PERCEPTIONS OF CURRICULA HELD BY URUGUAYAN SOCIAL SERVICE PROFESSIONALS
AuthorBoller, Daniel Winship
KeywordsProfessional education -- Uruguay.
Social work education -- Uruguay -- Curricula.
Social workers -- In-service training -- Uruguay.
Social workers -- Uruguay -- Attitudes.
MetadataShow full item record
PublisherThe University of Arizona.
RightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
AbstractThe purpose of this research was to determine, describe and analyze the patterns of social service curricula in Uruguay. This exploratory study obtained data about structured and unstructured social service education, and the educational and professional backgrounds of educators and social service workers. The research process included: (1) administration of a questionnaire to University of the Republic's School of Social Service (EUSS) faculty to determine their perceptions of School curriculum, and their personal backgrounds; (2) administration of a questionnaire to social service workers in Montevideo to determine their perceptions of their professional education, and their personal backgrounds; (3) analysis of structured social service at EUSS and the Institute of Philosophy, Sciences and Letters’ (IFCL) Department of Social Service (formerly School of Social Service of Uruguay); (4) analysis of in-service social service education offered in Montevideo; and (5) observation of and participation in social service activities essentially in Montevideo. Forty-four faculty members of EUSS and one hundred and twenty social service workers responded to questionnaires. The results of the present research may be summarized thusly: (1) the social service professional respondents demonstrated a complete dedication to their profession and to the well-being of less fortunate members of Uruguayan society; (2) perceptions held by EUSS faculty about twenty-two courses of the EUSS 1979 curriculum were: nine courses, satisfactory in content; twelve courses, improve content; and one course, considerable content improvement required; (3) social service curricula of EUSS and IFCL differed notably in their requirements in social sciences, methodology and special course work; (4) the curricular mission of the Institute for Domestic Social Training (IFFS) appeared overly concerned with the family unit; (5) EUSS practicum training was poorly supervised by faculty, a broad spectrum of training sites was not used, and agency personnel were not utilized sufficiently for supervision of interns; (6) in-service educational offerings were limited in scope and number, and schools of social service were not meeting the continuing education needs of professional workers; (7) rural social service needs were not being met by structured and in-service education, nor was sufficient research being done about rural social problems; (8) insufficient research was being directed toward the indigenization and reconceptualization of social service curricula; (9) EUSS instructors were all part-time and limited in post-graduate training; (10) interest in postgraduate courses and a masters' degree program was high among EUSS faculty and social service professionals; and (11) graduates of Uruguayan schools of social service were limited in their ability to conduct independent research or to accept mid-level administrative positions due to minimal training in these two educational areas. EUSS faculty and social service professional defined social service priority curricular areas of emphasis for the 1980 as health, primary and secondary education, children, housing, the family, and social rehabilitation. Several conclusions and recommendations were derived from this research, including: (1) EUSS and IFCL curricula differed in emphasis on the social sciences and methodology courses; (2) social service education should be divided, and undergraduate education should be the responsibility of IFCL, and post-graduate education, as a structured masters’ degree program, the responsibility of the University of the Republic through a newly founded Graduate School of Social Service. In-service education should be a cooperative program involving all public and private social service educational institutions; (3) social service educators and professional workers should unite to influence national social policy formation; and (4) social service educators and professionals should give high priority to research to meet future needs of the Uruguayan society.
Degree ProgramGraduate College
Degree GrantorUniversity of Arizona
Showing items related by title, author, creator and subject.
The Politics of Pension Reform in a Comparative Perspective: A Cross-Regional Analysis of Argentina, Uruguay, Spain and ItalyCarrera, Leandro Nicolas (The University of Arizona., 2007)What factors explain pension reform decisions in countries with generous public pension systems and an ageing population? To answer this question I analyze four countries with some similar characteristics: (1) a well expanded and fragmented public pension system that follows the traditional Bismarckian structure of different funds for specific occupational categories; (2) a public pension system with high degrees of coverage and based on the pay-as-you-go (PAYG) principle in which current workers pay for current retirees; (3) increasing public pension spending levels that towards the 1990s made the public pension system unsustainable. The four selected countries differ along one significant dimension. Two of them are newly industrialized countries and in Latin America: Argentina and Uruguay. The other two countries are industrialized economies of the European Union: Italy and Spain.I hypothesize that while international and domestic factors matter in explaining pension reform, the former will play an indirect role by stressing the need to make the pension system more sustainable to put public finances in order. Thus, I contend that domestic economic and political factors will determine the reform outcome.I find support for my theory in the analysis of the four countries. International and supranational organizations played a role in supporting policymakers' reform efforts and highlighting the necessity to reduce pension liabilities in the long run to put public finances in order. However, these organizations did not determine the reform outcome. Instead, I find that domestic economic and political factors explain the final reform decision. On the economic side, the maturity of the pension system - represented by the magnitude of pension promises to future retirees - and the state of public finances, determined policymakers' first choice for reform; which ranged from proposals to change the parameters of the public pillar to that pillar's structural reform together with the introduction of a private pillar of individual accounts. Once this choice was made, the reform was negotiated with those with a special interest in the pension system: pensioners and labor. Thus, these actors' organizational strength and preferences explains the type of specific pension reform finally adopted in each country.
THE NINETEENTH CENTURY FANTASTIC SHORT STORY IN ARGENTINA AND URUGUAY.FREDERICK, BONNIE KATHLEEN. (The University of Arizona., 1983)Although the contemporary fantastic short story in Argentina and Uruguay is widely recognized and studied, its origins during the nineteenth century are generally unknown. This study proposes to (1) identify examples of the nineteenth century fantastic, (2) place the works in the context of literary history, and (3) study their narrative conventions and topics. A reading of the nineteenth century fantastic reveals that there is a conventional narrative cluster consisting of three elements: personalized, first-person narrator; frame discourse; and suspended narration. Although there are some variations on this pattern, these conventions generally hold true throughout the nineteenth century. The narrative elements are examined from two perspectives: their contrast with the dominant conventions of realism, and their function within the fantastic. The stories are divided into four categories based on their topic. The first category is the dream fantastic, in which a dream provides self-knowledge or salvation. The second grouping is the fantastic of madness; in these stories, madness can be a divine gift or a destructive force. The third section is the scientific fantastic, in which the scientism of the 1800's is questioned. The final division is the folkloric fantastic, which deals with the supernatural. This study concludes by pointing out that the conventions of the nineteenth century do not continue into the twentieth. The generation of the 20's and 30's formed new concepts of the realistic and the fantastic. Therefore, they altered the previous narrative pattern and abandoned scientism as a literary topic. This study includes stories by these authors: Carlos O. Bunge, Miguel Cané, Macedonio Fernández, Martín García Mérou, Juana Manuela Gorriti, Carlos Guido y Spano, Julio Herrera y Reissig, Eduardo L. Holmberg, William Henry Hudson, Leopoldo Lugones, Carlos Monsalve, Carlos Olivera, Horacio Quiroga, and Eduardo Wilde.