<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1688-9304</journal-id>
<journal-title><![CDATA[Cuadernos de Investigación Educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Cuad. Investig. Educ.]]></abbrev-journal-title>
<issn>1688-9304</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Educación Universidad ORT Uruguay]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1688-93042019000200105</article-id>
<article-id pub-id-type="doi">10.18861/cied.2019.10.2.2910</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Analizando el clima educativo en Uruguay: un estudio exploratorio de la cohorte PISA 2012]]></article-title>
<article-title xml:lang="en"><![CDATA[School climate in Uruguay. An exploratory analysis of PISA 2012 cohort]]></article-title>
<article-title xml:lang="pt"><![CDATA[Análise do clima educacional no Uruguai: uma análise exploratória da coorte PISA 2012]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rivero]]></surname>
<given-names><![CDATA[Leonel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de la República Facultad de Ciencias Sociales ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Uruguay</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<volume>10</volume>
<numero>2</numero>
<fpage>105</fpage>
<lpage>123</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S1688-93042019000200105&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S1688-93042019000200105&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S1688-93042019000200105&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: La presente investigación analiza el clima educativo de los centros relevados por PISA en la cohorte 2012. El clima educativo es un concepto trabajado en las últimas dos décadas a nivel uruguayo y latinoamericano que vincula la sociología de la educación -a través de su preocupación por la incidencia del centro educativo en los resultados- con las ciencias de la educación abocadas al análisis de la generación de espacios saludables para docentes y estudiantes. El análisis consta de dos niveles, uno descriptivo y otro correlacional, de los constructos. Dichos constructos son los siguientes: clima educativo (reflejado en sus variables Problemas vinculados a docentes y Problemas vinculados a estudiantes), y dos asociados que son Moral docente y Consenso docente. Por una parte los hallazgos confirman la prevalencia, en la visión de los directores, de algunos elementos problematizados por la literatura tales como la dificultad de enseñar a estudiantes con niveles heterogéneos, el ausentismo docente o la motivación de los estudiantes. Por otra parte, otorgan menor importancia a elementos tales como el malestar de los docentes o la severidad de los mismos en su trato con los estudiantes, lo que sugiere líneas de investigación a profundizar. A nivel metodológico, los tres constructos de PISA (Clima, Moral y Consenso Docente) muestran correlaciones positivas entre sí con sentido, lo que confirma desde la empiria los supuestos lógicos que subyacen a la construcción teórica del clima educativo como una gran variable.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This research analyzes the educational climate of the schools surveyed by PISA in the 2012 cohort. The educational climate is a concept worked upon during the last two decades both at Uruguayan and at Latin American levels, and which links the sociology of education -through its concern for the incidence of institutions in the results- to the sciences of education devoted to the analysis of the generation of healthy spaces for teachers and students. The analysis consists of two levels of the school constructs: a descriptive one and a correlational one. The constructs under study were the Educational climate (reflected in its variables Problemslinked to Teachers, and Problems linked to Students), and two associated constructs: Teachers Morale, and Teachers Focus. On one hand, findings confirm the prevalence, in the headmasters&#8217; view, of some elements problematized by literature, such as the difficulty of teaching students with heterogeneous levels, teachers absenteeism, or student motivation. On the other hand, they give less importance to elements such as teacher discomfort or their severity in dealing with students, which suggests lines of investigation to be studied in depth. At a methodological level, the three constructs of PISA (Climate, Morale, and Teachers Focus), show positive correlations between each other, which agrees with data on the logical assumptions that underlie the theoretical construction of the educational climate as a great variable.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Essa pesquisa analisa o clima educacional dos centros pesquisados pelo PISA na coorte de 2012. O clima educacional é um conceito trabalhado nas últimas duas décadas no Uruguai e na America Latina, na sociologia da educação, preocupada pelo impacto do centro educacional nos resultados educativos; e nas ciências da educação, focadas na análise de espaços saudáveis para professores e alunos. A análise consta de dois níveis: um descritivo e um correlacional dos construtos do centro: Clima educacional (refletido em suas variáveis ligadas a professores e problemas ligados a alunos) e dois construtos associados: Ensino moral e Consenso de ensino. Os resultados confirmam a prevalência, na visão dos diretores, de alguns elementos questionados pela literatura, como a dificuldade de ensinar a alunos com níveis heterogêneos, não comparecimento de professores, ou ausência de motivação nos alunos. Aliás, eles se importam menos com elementos como desconforto do professor ou seu rigorismo ao lidar com os alunos, o que sugere linhas de pesquisa a aprofundar. No nível metodológico, os três construtos do PISA (Clima, Moral e Consenso de Ensino), mostra correlações positivas entre si, o que confirma, do ponto de vista empírico, os pressupostos lógicos subjacentes à construção teórica do clima educacional como uma variável com sentido.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[clima educativo]]></kwd>
<kwd lng="es"><![CDATA[PISA]]></kwd>
<kwd lng="es"><![CDATA[enseñanza media]]></kwd>
<kwd lng="en"><![CDATA[School climate]]></kwd>
<kwd lng="en"><![CDATA[PISA]]></kwd>
<kwd lng="en"><![CDATA[Middle education]]></kwd>
<kwd lng="pt"><![CDATA[clima educacional]]></kwd>
<kwd lng="pt"><![CDATA[PISA]]></kwd>
<kwd lng="pt"><![CDATA[Ensino médio]]></kwd>
</kwd-group>
</article-meta>
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