Resumen

RIVERO, Leonel  y  FERRANDO, Fiorella. Teachers´ work recognition Uruguay: new approaches and evidence. Cuad. Investig. Educ. [online]. 2022, vol.13, n.1, pp.5-22.  Epub 01-Jun-2022. ISSN 1510-2432.  https://doi.org/10.18861/cied.2022.13.1.3094.

The perspective of recognition allows to expand dignostics of teacher discomfort and focus on forms of self-affirmation of their tasks. Based on the concepts of Axel Honneth on the sphere of love and law, central aspects for the recognition of teachers are discussed: which actors of the educational community and through which institutional mechanisms their work is recognized, and how these elements form the meaningfulness of their work. It is analyzed data on: recognition, effort and reward balance, and significance of work of teachers of initial, primary and secondary education of the public and private sector of Uruguay, based on the Occupational Health Survey carried out by the National Institute of Educational Evaluation in Uruguay. It is found that the greatest source of recognition at all levels is that of the students, followed by the immediate superior, families, authorities, and lastly, public opinion. There are differences in the recognition expressed by teachers of the different sectors and subsystems of education. Likewise, those who work in the private sector, and in elementary school, express feeling a greater recognition by their educational community, intersubjectively and institutionally. The promotion structures, and the modality of choice of hours are perceived as a factor of little recognition in public secondary education and salary in public primary education. However, almost all teachers express feeling involved and giving a transcendental meaning to their role in society. In this sense, the low perceived recognition does not seem to affect the core of meaning that they adduce to their work, which is high and independent of the subsystem in which they are inserted.

Palabras clave : teaching profession; teaching identity; recognition; meaningfulness in work; Axel Honneth.

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