CEDEUS

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Browsing CEDEUS by Subject "04 Educación de calidad"

Now showing 1 - 5 of 5
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    Caminando por el barrio: comprendiendo las experiencias de las personas mayores en un Santiago adverso, en tiempos de pandemia
    (2022) Herrmann Lunecke, Marie Geraldine; Figueroa Martínez, Cristhian; Parra Huerta, Francisca; CEDEUS (Chile)
    Este artículo tiene como objetivo indagar en las condiciones que las personas mayores enfrentan al caminar por los barrios en los que residen. Se busca identificar las formas en las que las características socioespaciales de los barrios, el entorno construido y la pandemia de COVID-19 afectan sus caminatas. Para lograr tales objetivos, el trabajo reporta los resultados de un grupo de entrevistas y grupos focales en los que se invitó a personas mayores residentes de cuatro barrios localizados en la Comuna de Santiago de Chile a conversar sobre sus caminatas y los obstáculos que enfrentan cuando se mueven a pie. Los resultados muestran que las personas mayores comprenden la caminata como una actividad altamente beneficiosa que les permite mantenerse activos, conectados y visibles. Evidencian que los procesos de cambio que han afectado a sus barrios han cambiado el paisaje y la arquitectura social de sus vecindarios, incrementando el miedo hacia el espacio público y la sensación de soledad. El análisis de los datos también mostró que las personas enfrentan diversos obstáculos mientras caminan, incluyendo veredas deterioradas, cruces hostiles y paisajes poco placenteros. Aquellos obstáculos se vieron multiplicados por la llegada del nuevo coronavirus, lo que sumó restricciones y preocupaciones que dificultan aún más la caminata. Los datos recogidos revelan la importancia que tiene la caminata para las personas mayores, por lo cual es fundamental la creación de barrios caminables y del fomento de esta actividad en las políticas públicas como una práctica de autocuidado.
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    Comparing degrees of 'publicness' and 'privateness' in school systems: the development and application of a public-private index
    (Routledge Journals, Taylor & Francis LTD, 2022) Gutierrez, Gabriel; Lupton, Ruth; Carrasco Rozas, Alejandro Javier; Rasse Figueroa, Alejandra Paz; CEDEUS (Chile)
    The process of privatising services historically provided by the state has blurred the boundaries between what is considered to be 'private' and 'public'. However, few efforts have been made in the educational arena to develop tools to measure this process. Most of the previous research has relied on narrow definitions about what is private and what is public. This work proposes a tool to measure the degree of publicness-privateness of school systems, avoiding binary separation of the concepts. We develop an index and test this tool in two different landscapes: London and Santiago. In these cases, it serves to illustrate major changes in the levels of public-private participation in both school systems, reflecting differences between the systems and over time. We conclude that the index has potential for development and use in the analysis of public and private dimensions in education in broader international contexts.
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    Escuelas en territorios segregados en la ciudad post pandemia: el espacio público como agente educativo para niños, niñas y jóvenes
    (Centro de Desarrollo Urbano Sustentable, 2022) Luneke, Alejandra; Rasse, Alejandra; Ugalde, Isabel; Infante, Marta; Ramírez, Cecilia; Navarro, Martín; CEDEUS (Chile)
    Producto de la pandemia, las escuelas se han visto obligadas a cerrar, lo que ha evidenciado la necesidad de repensar el espacio escolar. Esto implica concebir las escuelas no solo como espacios físicos, sino también como importantes agentes socializadores y, en muchos contextos, como espacios de seguridad y protección para niños, niñas y jóvenes (NNJ). Este documento propone lineamientos para que la planificación urbana y las políticas educativas consideren el espacio público como un agente activo en el proceso de enseñanza escolar. Asimismo, se plantea que el espacio escolar actúe como un agente comunitario, además de ser un lugar de protección, cuidado y seguridad para NNJ (CEPAL, 2020; UNICEF España, 2020). Por otra parte, se sistematizan políticas y modelos de acción psicoeducativos, socioeducativos y proyectos socio-urbanos que evidencian la relación socioespacial entre las escuelas y los entornos comunitarios, así como estrategias de producción de seguridad y cuidado orientadas a NNJ.
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    Social inequalities in self-perceived health in Chile, does the urban environment matter?: a cross-sectional study
    (BioMed Central Ltd, 2023) López-Contreras, Natalia; Puig-Barrachina, Vanessa; Vives Vergara, Alejandra; Olave-Müller, Paola; Gotsens, Mercé; CEDEUS (Chile); Pontificia Universidad Católica de Chile. Escuela de Medicina
    Background: The health of a population is determined by urban factors such as the physical, social and safety environment, which can be modified by urban regeneration policies. The aim of this study was to analyze the associations of elements of the social, physical and safety environment of the neighborhood in the urban context with self-perceived health (SPH), according to axes of inequality, such as gender and educational level in Chile in 2016. Methods: Cross-sectional study using a nationally representative population-based survey of Chile. We used data from the 2016 National Survey of Quality of Life and Health. Poor SPH in the urban population older than 25 years was analyzed in relation to social, physical and safety environment variables. Poisson multilevel regression models were estimated to obtain prevalence ratios (PR) and their respective 95% confidence intervals (95%CI). All analyses were stratified by sex and educational level. Results: SPH was worse in women than in men, especially in those with a lower education level. Poor SPH was associated with lack of support networks (PR = 1.4; 95%CI = 1.1–1.7), non-participation in social organizations (PR = 1.3; 95%CI = 1.1–1.6) and perceived problems with the quality of public space (PR = 1.3; 95%CI = 1.2–1.5) in women with a medium-high educational level and with a feeling of not belonging to the neighborhood (PR = 1.5; 95%CI = 1.2–1.8) and the perception of pollution problems (PR = 1.2; 95%CI = 1.0-1.4) in women with a low educational level. A feeling of unsafety was associated with both educational levels (PR = 1.3; 95%CI = 1.0-1.5). Poor SPH was associated with the feeling of not belonging (PR = 1.7; 95%CI = 1.2–2.5), and unsafety (PR = 2.1; 95%CI = 1.8–2.4) in men with a medium-high educational level, while there were fewer associations in men with a lower education level. Conclusions: Urban interventions are recommended to improve the health of the resident population and should take into account axes of inequality.
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    Socioeconomic Urban Environment in Latin America: Towards a Typology of Cities
    (2023) Santos, Gervasio F. Dos; Vives Vergara, Alejandra; Fuentes-Alburquenque, Mauricio; Sousa Filho, José Firmino de; Paiva, Aureliano Sancho; Useche, Andrés Felipe; Yamada, Goro; Alfaro, Tania; Lima Friche, Amelia A.; Andrade, Roberto F. S.; Barreto, Mauricio L.; Caiaffa, Waleska Teixeira; Diez-Roux, Ana V.; CEDEUS (Chile)
    This paper aims to identify typologies of Latin American cities based on socioeconomic urban environment patterns. We used census data from 371 urban agglomerations in 11 countries included in the SALURBAL project to identify socioeconomic typologies of cities in Latin America. Exploratory factor analysis was used to select a set of variables, and finite mixture modelling (FMM) was applied to identify clusters to define the typology of cities. Despite the heterogeneities among the Latin American cities, we also found similarities. By exploring intersections and contrasts among these clusters, it was possible to define five socioeconomic regional typology patterns. The main features of each one are low-education cities in Northeast Brazil; low-unemployment cities in Peru and Panama; high-education cities in Argentina, Chile, Colombia, Costa Rica, Nicaragua and Mexico; high female labor participation, with high primary education in Argentina and low primary education in Brazil; and low female labor participation and low education in Brazil, Colombia, El Salvador, Guatemala, and Mexico. Identifying clusters of cities with similar features underscores understanding of the urban social and economic development dynamics and assists in studying how urban features affect health, the environment, and sustainability.