Fuente FECODE / 4 de Julio de 2016
Ante los incumplimientos del Ministerio de Educación Nacional, en cabeza de Gina Parody, y las diferentes problemáticas que enfrenta el magisterio, se hace el llamado a preparar el PARO INDEFINIDO en el segundo semestre de este año. Escuchemos el informe completo, a cargo de Luis Grubert, presidente de la federación.
Fuente: Alternativa Docente / 4 de julio de 2016
La ley 14.735 de Boleto Educativo Gratuito fue aprobada por unanimidad de ambas cámaras de la Legislatura bonaerense el 1º de julio de 2015. Pero a un año de su aprobación, continúa sin estar vigente. Por eso este viernes 1º de julio se realizó una jornada provincial de lucha. Hubo movilizaciones simultáneas en La Plata, Ciudad de Buenos Aires, Mar del Plata y Junín. En la capital bonaerense, estudiantes universitarios, terciarios y secundarios volvieron a marchar hasta la gobernación, acompañados por ATE y la Federación Nacional Docente, FND-CTA Autónoma para exigir la inmediata implementación del Boleto Educativo Provincial. Entre sus oradores, Francisco Torres, Sec. Gremial de la Federación Docente, reclamó la implementación de esta ley y que el boleto gratuito sea extensivo a docentes y auxiliares.
Fuente: chicagosuntimes.com / 4 de julio de 2016
A recent op-ed in the New York Times [“Higher Education in Illinois is Dying,” June 3] has brought national attention to the shameful budget stalemate in Illinois, and its resulting devastation of our public universities.
By failing to secure a budget, Gov. Bruce Rauner has created a climate in which faculty and students alike have begun to flee, taking their talents and tuition dollars out of state. Springfield may think that our universities can sustain massive cuts to their operating budgets without lasting impact. As faculty at Illinois’ public universities, we come together here to say that they are wrong.
Education is the engine of economic growth in our state. The rapid decline in revenues that Illinois continues to experience will only worsen with disinvestment in the knowledge and skills of its citizens. All public servants, whether employed at the university or in state government, have a responsibility to fulfill. We cannot fulfill ours unless you fulfill yours. However we arrived at the current economic crisis, it cannot be bettered when compromise is only viewed as failure, and when precious state resources are used to further a political agenda. Inaction is not benign. The Illinois government is making a conscious decision that its public universities, the culmination of 150 years of state, federal, community, and private effort and investment, are expendable. This is unacceptable.
Article X of our state Constitution sets “the educational development of all persons” as a goal, promises “to provide for an efficient system of high quality educational institutions and services,” and assigns the state “the primary responsibility for financing the system of public education.” An engaged citizenry is the bedrock of democracy, and access to excellent and affordable public education is a civil right. Time is running out to ensure it.
Dana Rabin, LAS, University of Illinois at Urbana-Champaign
Catherine Prendergast, LAS, University of Illinois at Urbana-Champaign
Christopher Breu, CAS Illinois State University
Joyce Walker, CAS Illinois State University
Matt Felumlee, Department of English, Heartland Community College
Kerry O. Ferris, CLAS, Northern Illinois University
J.M. van der Laan, CAS, Illinois State University
Gary Weilbacher, CLAS, Illinois State University
Peter Ping Liu, School of Technology, Eastern Illinois University
Brian R. Horn, College of Education, Illinois State University
Claudia Janssen Danyi, College of Arts and Humanities, Eastern Illinois University
Susan Kalter, CAS, Illinois State University
Rebecca Saunders, CAS, Illinois State University
Amy Robillard, CAS, Illinois State University
James J. Pancrazio, CAS Illinois State University
Christopher C. De Santis, CAS, Illinois State University
Michael Day, CLAS, Northern Illinois University
Joe Amato, CAS, Illinois State University
Tania Ionin, LAS, University of Illinois at Urbana-Champaign
James Hye Suk Yoon, LAS, University of Illinois at Urbana-Champaign
Amy Rosenstein, College of Ed and Professional Studies, Eastern Illinois University
Ann Haugo, School of Theatre and Dance, Illinois State University
Deborah Wittman, College of Ed, Illinois State University
Sarah Hochstetler, CAS, Illinois State University
William Thomas McBride, CAS, Illinois State University
Jill Hallett, College of Education, University of Illinois at Chicago
Christina M. Borders, College of Education, Illinois State University
Phillip Eubanks, CLAS, Northern Illinois University
Olaya Landa-Vialard, College of Ed, Illinois State University
Lennard Davis, College of Medicine, University of Illinois at Chicago
Juliet Lynd, LAS, Illinois State University
Caroline Mallory, Mennonite College of Nursing, Illinois State University
E. Paula Crowley, College of Education, Illinois State University
Lea Cline, School of Art, Illinois State University
Jeff Rients, CAS, Illinois State University
Susan A Hildebrandt, CAS, Illinois State University
Rachel Shively, CAS, Illinois State University
Rick Hallett, CAS, Northeastern Illinois University
Russell Zanca, CAS, Northeastern Illinois University
Kathleen Renk, CLAS, Northern Illinois University
Diana Swanson, CLAS, Northern Illinois University
Richard Cameron, LAS, University of Illinois at Chicago
Marjorie Worthington, College of Arts and Humanities, Eastern Illinois University
Christine McCormick, College of Sciences, Eastern Illinois University
Robert Zordani, College of Arts and Humanities, Eastern Illinois University
Renee King, College of Arts and Humanities, Eastern Illinois University
Steve Brantley, Library, Eastern Illinois University
Angela Glaros, College of Sciences, Eastern Illinois University
Timothy N. Taylor, College of Arts and Humanities, Eastern Illinois University
Rena Shifflet, School of Teaching and Learning, Illinois State University.
Gabrielle M. Toth, Library Information Services, University of Illinois at Chicago
Diane Burns, College of Sciences, Eastern Illinois University
Jeannie Ludlow, College of Arts and Humanities, Eastern Illinois University
Edmund F. Wehrle, College of Arts and Humanities, Eastern Illinois University
Jennifer L. Stringfellow, College of Ed and Prof. Studies, Eastern Illinois University
Leila Porter, LAS, Northern Illinois University
Charles R. Foy, College of Arts and Humanities, Eastern Illinois University
Ann Brownson, Ballenger Teachers Center, Eastern Illinois University
Gary E. Aylesworth, College of Arts and Humanities, Eastern Illinois University
Marina Terkourafi, LAS, University of Illinois at Urbana-Champaign
Rosemary Buck, College of Arts and Humanities, Eastern Illinois University
Sonia Kline, College of Education, Illinois State University
Peter Andrews, College of Sciences, Eastern Illinois University
Robin L. Murray, College of Arts and Humanities, Eastern Illinois University
Ralph Cintron, LAS, University of Illinois at Chicago
Maria T. Pao, College of Arts and Sciences, Illinois State University
Gary Justis, College of Fine Arts, Illinois State University
Edward O. Stewart, College of Fine Arts, Illinois State University
Issam Nassar, College of Arts and Sciences, Illinois State University
Fern Kory, College of Arts and Humanities, Eastern Illinois University
Peter Hesterman, College of Arts and Sciences, Illinois State University
Marjorie Moretz Stinespring, College of Arts and Sciences, Chicago State University
Leroy Bryant, College of Arts and Sciences, Chicago State University
Carol Jean Dudley, College of Arts and Humanities, Eastern Illinois University
Jamie V. Ryan, College of Arts and Humanities, Eastern Illinois University
Jason Reblando, College of Fine Arts, Illinois State University
Ann Kuzdale, College of Arts and Sciences, Chicago State University
Shaila Christofferson, College of Arts and Sciences, Chicago State University
Fiona Ngo, LAS, University of Illinois at Urbana-Champaign
Mukti Upadhyay, College of Sciences, Eastern Illinois University
Michael Leddy, College of Arts and Humanities, Eastern Illinois University
Lee E. Patterson, College of Arts and Humanities, Eastern Illinois University
Steven E. Rowe, College of Arts and Sciences, Chicago State University
Kelly Harris, College of Arts and Sciences, Chicago State University
Iryce Baron, LAS, University of Illinois at Urbana-Champaign
Dennis Baron, LAS, University of Illinois at Urbana-Champaign
Eric Bollinger, College of Sciences, Eastern Illinois University
Amalia Pallares, LAS, University of Illinois at Chicago
Bill O’Donnell, College of Fine Arts, Illinois State University
Andreas Fischer, College of Fine Arts, Illinois State University
Scott Balcerzak, LAS, Northern Illinois University
Marcia Buell, College of Arts and Sciences, Northeastern Illinois University
Christina Bueno, College of Arts and Sciences, Northeastern Illinois University
Maureen Kelty, Daniel L Goodwin College of Education, Northeastern Illinois University
Brandon P. Bisbey, College of Arts and Sciences, Northeastern Illinois University
Lisa Wallis, Library, Northeastern Illinois University
Melanie Bujan, College of Arts and Sciences, Northeastern Illinois University
Lou Bohr, Daniel L Goodwin College of Education, Northeastern Illinois University
Alison Dover, Daniel L Goodwin College of Education, Northeastern Illinois University
Cyndi Moran, Professor, College of Arts and Sciences, Northeastern Illinois University
James Ball, Daniel L Goodwin, College of Education, Northeastern Illinois University
Kristin Carlson, College of Fine Arts, Illinois State University
Janet Halpin, College of Arts and Sciences, Chicago State University
James M. Skibo, College of Arts and Sciences, Illinois State University
Eric L. Peters, College of Arts and Sciences, Chicago State University
Katie Lewandowski, College of Sciences, Eastern Illinois University
James Stanlaw, College of Arts and Sciences, Illinois State University
Xóchitl Bada, LAS, University of Illinois at Chicago
Maria de los Angeles Torres, LAS, University of Illinois at Chicago
Richard Sullivan, College of Arts and Sciences, Illinois State University
Elizabeth A. Skinner, College of Education, Illinois State University
Eastern Illinois University, College of Arts and Sciences, Illinois State University
Grant C. Sterling, College of Arts and Humanities, Eastern Illinois University
Michael D. Gillespie, College of Sciences, Eastern Illinois University
Lauren M. Lowell, College of Fine Arts, Illinois State University
Víctor Alejandro Sorell, College of Arts and Sciences, Illinois State University
Therese Quinn, Architecture, Design, and the Arts, University of Illinois at Chicago
Cedric Johnson, LAS, University of Illinois at Chicago
Aleeca Bell, Nursing, University of Illinois at Chicago
Robert Johnston, LAS, University of Illinois at Chicago
Barbara DiEugenio, College of Engineering, University of Illinois at Chicago
John Abbott, LAS, University of Illinois at Chicago
Janet Smith, Urban Planning and Public Affairs, University of Illinois at Chicago
Joan Kennelly, College of Public Health, University of Illinois at Chicago
Aaron Krall, LAS, University of Illinois at Chicago
Laurie Quinn, Nursing, University of Illinois at Chicago
James Drown, LAS, University of Illinois at Chicago
Blake Simpson, Architecture, Design, and the Arts, University of Illinois at Chicago
Anthony Simon Laden, LAS, University of Illinois at Chicago
Laurie Schaffner, LAS, University of Illinois at Chicago
Paul Preissner, Architecture, Design, and the Arts, University of Illinois at Chicago
John Betancur, Urban Planning and Public Affairs
Jeffrey Sklansky, LAS, University of Illinois at Chicago
John D’Emilio, LAS, University of Illinois at Chicago
Marina Mogilner, LAS, University of Illinois at Chicago
Nicole Jordan, LAS, University of Illinois at Chicago
Laura Hostetler, LAS, University of Illinois at Chicago
Mark Liechty, LAS, University of Illinois at Chicago
Susan Hughes, Public Health, University of Illinois at Chicago
Susan Altfeld, Public Health, University of Illinois at Chicago
Joe Persky, LAS, University of Illinois at Chicago
John A. Jones, LAS, University of Illinois at Chicago
Renato Barahona, LAS, University of Illinois at Chicago
Jennifer Brier, LAS, University of Illinois at Chicago
Richard Levy, LAS, University of Illinois at Chicago
Kevin Schultz, LAS, University of Illinois at Chicago
Joseph Tabbi, LAS, University of Illinois at Chicago
Julie Peters, LAS, University of Illinois at Chicago
Rachel Weber, Urban Planning and Public Affairs, University of Illinois at Chicago
Jim Hansen, LAS, University of Illinois at Urbana-Champaign
Liv Stone, College of Arts and Sciences, Illinois State University
Frank McCormick, College of Arts and Humanities, Eastern Illinois University
Robert Zordani, College of Arts and Humanities, Eastern Illinois University
Joel Palka, LAS, University of Illinois at Chicago
Timothy Bell, College of Arts and Sciences, Chicago State University
Robert E. Bionaz, College of Arts and Sciences, Chicago State University
Melissa Ames, College of Arts and Humanities, Eastern Illinois University
Lucinda Berry, College of Arts and Humanities, Eastern Illinois University
John H. Bickford III, College of Ed and Prof. Studies, Eastern Illinois University
Deborah Olbert, College of Education, Eastern Illinois University
Valerie Garver, CLAS, Northern Illinois University
Erik Zdansky, College of Arts and Sciences, Illinois State University
Jennifer Slate, College of Arts and Sciences, Northeastern Illinois University
Thomas P. Crumpler, College of Education, Illinois State University
Maria Schmeeckle, College of Arts and Sciences, Illinois State University
Debra A. Reid, College of Arts and Humanities, Eastern Illinois University
Nobuko Adachi, College of Arts and Sciences, Illinois State University
Lisa Lee, Architecture, Design, and the Arts, University of Illinois at Chicago
Yann Robert, LAS, University of Illinois at Chicago
Barbara Ransby, LAS, University of Illinois at Chicago
Hannah Higgins, Architecture, Design, and the Arts, University of Illinois at Chicago
Michael Scott, Engineering, University of Illinois at Chicago
Judith Gardiner, LAS, University of Illinois at Chicago
Geraldine Gorman, Nursing, University of Illinois at Chicago
Carrol Smith, Nursing, University of Illinois at Chicago
Nick Hugget, LAS, University of Illinois at Chicago
Chris Boyer, LAS, University of Illinois at Chicago
John Polk, LAS, University of Illinois Urbana-Champaign
Lynn Kennell, Mennonite College of Nursing, Illinois State University
Teresa Novy, Mennonite College of Nursing, Illinois State University
Holly Dust, College of Sciences, Eastern Illinois University
Jeff Gore, LAS, University of Illinois at Chicago
Olivia Perlow, CAS, Northeastern Illinois University
Craig Kois, Northeastern Illinois University
James Barrett, LAS, University of Illinois at Urbana-Champaign
Martin Manalansin, LAS, University of Illinois at Urbana-Champaign
Hadi Salehi Esfahani, University of Illinois at Urbana-Champaign
Zohreh T. Sullivan, LAS, University of Illinois at Urbana-Champaign
Fred Hoxie, LAS, University of Illinois at Urbana-Champaign
Lauren Goodlad, LAS, University of Illinois at Urbana-Champaign
Zsuzsa Gille, LAS, University of Illinois at Urbana-Champaign
Isabel Molina-Guzmán, College of Media, University of Illinois at Urbana-Champaign
Gilberto Rosas, LAS, University of Illinois at Urbana-Champaign
Kathryn La Barre, Library and Information Sciences, University of Illinois at Urbana-Champaign
Carol Symes, LAS, University of Illinois at Urbana-Champaign
Bruce Rosenstock, LAS, University of Illinois at Urbana-Champaign
Craig Koslofsky, LAS, University of Illinois, Urbana-Champaign
Behrooz Ghamari-Tabrizi, LAS, University of Illinois at Urbana-Champaign
Jesse Ribot. LAS, University of Illinois at Urbana-Champaign
Jay Rosenstein, College of Media, University of Illinois at Urbana-Champaign
Gabriel Solis, College of Fine and Applied Arts, University of Illinois at Urbana-Champaign
Stephen Jaeger, Emeritus, LAS, University of Illinois at Urbana-Champaign
Angharad Valdivia, College of Media, University of Illinois at Urbana-Champaign
Dennis Dullea, LAS, University of Illinois at Urbana-Champaign
Anna Westerstahl Stenport, LAS, University of Illinois at Urbana-Champaign
Lilya Kaganovsky, LAS, University of Illinois at Urbana-Champaign
Richared Ross, College of Law, University of Illinois at Urbana-Champaign
Charles F. Gammie, LAS and Engineering, University of Illinois at Urbana-Champaign
Kristin Hoganson, LAS, University of Illinois at Urbana-Champaign
Rebecca Ginsburg, College of Education, University of Illinois at Urbana-Champaign
Sarah Theule Lubienski, College of Education, University of Illinois at Urbana-Champaign
Patrick Smith, College of Education, University of Illinois at Urbana-Champaign
Allyson Purpura, Krannert Art Museum, University of Illinois at Urbana-Champaign
Marilyn Parsons, College of Education, University of Illinois at Urbana-Champaign
Kiel Christianson, Beckman Institute, University of Illinois at Urbana-Champaign
Elizabeth A L Stine-Morrow, Beckman Institute, University of Illinois at Urbana-Champaign
Adrienne D. Dixson, College of Education, University of Illinois at Urbana-Champaign
Jennifer Greene, College of Education, University of Illinois at Urbana-Champaign
Walter Feinberg, College of Education, University of Illinois at Urbana-Champaign
Dan Morrow, College of Education, University of Illinois at Urbana-Champaign
Erik S. McDuffie, LAS, University of Illinois at Urbana-Champaign
Diane Koenker, LAS, University of Illinois at Urbana-Champaign
William Sullivan, College of Fine and Applied Art, University of Illinois at Urbana-Champaign
Amita Sinha, College of Fine and Applied Arts, University of Illinois at Urbana-Champaign
Harley Johnson, College of Engineering, University of Illinois at Urbana-Champaign
Carolyn J Anderson, College of Education, University of Illinois at Urbana-Champaign
Michael Rothberg, LAS, University of Illinois at Urbana-Champaign
Taher Saif, College of Engineering, University of Illinois at Urbana-Champaign
Michael LeRoy, College of Law, University of Illinois at Urbana-Champaign
Jacob Sosnoff, Applied Health Sciences, University of Illinois at Urbana-Champaign
Rochelle Gutiérrez, College of Education, University of Illinois at Urbana-Champaign
Gloriana González, College of Education, University of Illinois at Urbana-Champaign
Kirstin Wilcox, LAS, University of Illinois at Urbana-Champaign
D. Fairchild Ruggles, College of Fine and Applied Arts, University of Illinois at Urbana-Champaign
Stephen Taylor, College of Fine and Applied Arts, University of Illinois at Urbana-Champaign
Mary-alayne Hughes, College of Education, University of Illinois at Urbana-Champaign
Luz A. Murillo, College of Education, University of Illinois at Urbana-Champaign
Megan McLaughlin, Professor Emerita, LAS, University of Illinois at Urbana-Champaign
Anne Haas Dyson, College of Education, University of Illinois at Urbana-Champaign
Marcelo Bucheli, College of Business, University of Illinois at Urbana-Champaign
Susan Fowler, College of Education, University of Illinois at Urbana-Champaign
Celestina Savonius-Wroth, University Library, University of Illinois at Urbana-Champaign
Clare Crowston, LAS, University of Illinois at Urbana-Champaign
Albert J. Valocchi, College of Engineering, University of Illinois at Urbana-Champaign
Marc Snir, College of Engineering, University of Illinois at Urbana-Champaign
Bruce Reznick, LAS, University of Illinois at Urbana-Champaign
Richard Laugesen, LAS, University of Illinois at Urbana-Champaign
Amy L. Powell, Krannert Museum, University of Illinois at Urbana-Champaign
David O’Brien, College of Fine and Applied Arts, University of Illinois at Urbana-Champaign
Shawn Gilmore, LAS, University of Illinois at Urbana-Champaign
Linda Herrera, College of Education, University of Illinois at Urbana-Champaign
Katherine Ryan, College of Education, University of Illinois at Urbana-Champaign
Brett Ashley Kaplan, LAS, University of Illinois at Urbana-Champaign
Phillip Phillips, College of Engineering, University of Illinois at Urbana-Champaign
Renee Trilling, LAS, University of Illinois at Urbana-Champaign
Stephanie Foote, LAS, University of Illinois at Urbana-Champaign
Justine Summerhayes Murison, LAS, University of Illinois at Urbana-Champaign
Eleanor Courtemanche, LAS, University of Illinois at Urbana-Champaign
Ricky Rodriguez, LAS, University of Illinois at Urbana-Champaign
John S. Popovics, College of Engineering, University of Illinois atUrbana-Champaign
Kathryn Oberdeck, LAS, University of Illinois, Urbana-Champaign
Rosa Milagros Santos, College of Education, University of Illinois, Urbana-Champaign
Kate Clancy, LAS, University of Illinois, Urbana-Champaign
Enlace original: http://chicago.suntimes.com/opinion/monday-letters-rauner-is-driving-faculty-students-from-illinois/
Fuente: salon.com / 4 de julio de 2016
A bipartisan bill signed by President Obama will impose a “colonial” control board on Puerto Rico, critics say.
President Obama signed the Puerto Rico Oversight, Management and Economic Stability Act, or PROMESA, on Thursday night, hours before Puerto Rico was obligated to pay $1.9 billion of its $70 billion debt on a July 1 deadline.
Minutes after Obama signed the bill into law, Gov. Alejandro García Padilla issued an executive order authorizing suspension of payments on Puerto Rico’s debt.
PROMESA permits a debt restructuring process, similar to bankruptcy, but at a great cost: In return, the U.S. federal government will impose an unelected control board onto the U.S. territory. This board will control Puerto Rico’s finances, yet will consist of people who do not even live on the island.
The control board is likely to impose harsh austerity measures, including big cuts in social services, public institutions and pension funds.
PROMESA already forces the Puerto Rican government to reduce the minimum wage to $4.25 an hour for people under 25, while 45 percent of Puerto Ricans live in poverty and 60 percent of adults are unemployed.
The Senate passed PROMESA on Wednesday, June 29 by a 68-to-30 vote.
Democratic presidential candidate Hillary Clinton has previously expressed support for the colonial-style bill. Her opponent, Bernie Sanders, has vehemently opposed it.
Menéndez, who led the opposition to the bill, and proposed 30 of its 68 amendments, held a four-hour filibuster on the Senate floor on Tuesday. Sanders joined him in the filibuster.
This “is a vote to disenfranchise 3.5 million Americans,” Menéndez said. He stressed that, contrary to what the Obama administration and Congress have claimed, the people of Puerto Rico are overwhelmingly against the bill.
Menéndez cited a poll that found that a staggering 69 percent of Puerto Rican voters oppose PROMESA.
Activists in Puerto Rico aggressively protested the colonial-style legislation. Demonstrators created a long-term protest camp outside of the U.S. federal courthouse in Hato Rey, Puerto Rico.
On the Senate floor, Menéndez listed off a long series of negative impacts the bill will have on the U.S. territory:
“It is a vote to authorize an unelected, unchecked and all-powerful control board to determine Puerto Rico’s destiny for a generation or more.
It is a vote to authorize an unelected and all-powerful control board that could close schools, shutter hospitals, and cut senior citizens’ pensions to the bone.
It is a vote to force Puerto Rico, without their say, to go $370 million further in debt to pay for this omnipotent control board which they don’t even want.
It is a vote to cut the minimum wage down to $4.25 per hour for younger workers in Puerto Rico.
It is a vote to make Puerto Ricans work long overtime hours without fair compensation or protection.
It is a vote to jeopardize collective bargaining agreements.
It is a vote to cut worker benefits and privatize inherent government functions.
It is a vote to place well-heeled hedge funds and creditors ahead of the people.
It is a vote to give the board the power to sell off and commercialize natural treasures that belong to the people of Puerto Rico.
And at its worst, it is a vote to authorize an unelected, unchecked and all-powerful control board that determines Puerto Rico’s destiny for a generation or more.”
Sanders also vociferously opposed the legislation, railing against it on the Senate floor.
In another article, Salon featured a video and transcript of Sanders’ powerful Senate speech.
“This is a terrible piece of legislation, setting horrific precedent, and must not be passed,” he said, adding, “the United States of America should not treat Puerto Rico as a colony. We cannot and must not take away the democratic rights of the 3.5 million Americans of Puerto Rico and give virtually all power on that island to a seven-member board.”
Sanders called the legislation “both a political and economic disaster for the people of Puerto Rico” that “takes away their democratic rights and self-governance and will impose harsh austerity measures, which will make the poorest people in Puerto Rico even poorer.”
“The United States must not become a colonial master, which is precisely what this legislation allows,” he warned.
Fotografía: Barack Obama signs into law the Puerto Rico Oversight, Management and Economic Stability Act, June 30, 2016.(Credit: Reuters/Carlos Barria)
Enlace original: http://www.salon.com/2016/07/01/critics_say_bipartisan_bill_signed_by_obama_imposes_colonial_control_board_on_puerto_rico_puts_hedge_funds_ahead_of_people/
Fuente: agenciacta.org / 4 de julio de 2016
Gremios estatales realizaron una conferencia de prensa en la sede ATE nacional ratificando el paro provincial y la jornada de lucha para el próximo 12 de julio en todo el territorio de la provincia de Buenos Aires. Participaron ATE; SUTEBA; AJB; SOEME; CICOP; UDOCBA.
Al respecto, el secretario General de ATE y la CTA Autónoma de la provincia de Buenos Aires, Oscar de Isasi, explicó los motivos de la medida de fuerza y los alcances de la misma.
“En primer lugar, solicitamos un aumento salarial urgente y en el marco de la discusión paritaria, teniendo en cuenta que la fantasía del 25% anual de inflación fue echada por tierra por los mismos economistas del gobierno, ya que Prat Gay habló de una proyección inflacionaria del 42%».
Y agregó: «En segundo lugar, exigimos la derogación de las leyes de Emergencia Administrativa y de Reforma Tecnológica, que lo único que hacen es desguazar el Estado e impactar de manera negativa en la prestación de servicios, sobre todo aquellos dirigidos a los sectores más vulnerables de la sociedad. La derogación de los Decretos Nº 230, que otorga potestad a los ministros para hacer contrataciones directas y el Decreto Nº 618, que congela las vacantes y el pase a planta permanente del personal provincial”.
Asimismo, De Isasi señaló que “El gobierno provincial cada vez que decide una medida tiende a desguazar el estado y precarizar las relaciones laborales. La unidad y la masividad sigue siendo la clave para derrotar estas políticas del gobierno de Vidal”.
Estuvieron presentes en la conferencia de prensa, el secretario Adjunto del SUTEBA, Raúl Calamante; el secretario General de la AJB, Pablo Abramovich; la secretaria Adjunta del SOEME, Susana Laburu; el secretario General de la CICOP, Guillermo Pacagnini y el secretario General de UDOCBA, Miguel Díaz.
La medida de fuerza convocada por ATE, SOEME, UDOCBA y la Federación Nacional Docente (FND-CTA) se enmarca en la Jornada Provincial de Lucha a la que adhieren SUTEBA, AJB y CICOP, con quienes acordaron actividades en las distintas regiones, donde se va a poner en evidencia cómo se está vaciando el Estado, cómo faltan políticas en educación, en salud y en las áreas de niñez, entre otras.
Además, cada organización participante decidirá a través de sus cuerpos orgánicos la forma en que protagonizarán la jornada provincial de lucha.
Fuente: www.atepba.org.ar
Enlace original: http://www.agenciacta.org/spip.php?article20311
Por Pablo Gentili
Secretario Ejecutivo de Clacso.
Profesor de la Universidad del Estado de Río de Janeiro
La salida más común de los gobiernos pasa por reprimir y criminalizar a los docentes que luchan por la educación pública
Una vez más, México ha sido escenario de una brutal represión a la protesta social. En este caso, protagonizada por los docentes, agrupados en la CNTE, que se movilizan contra una reforma educativa que creen injusta, discriminatoria y que, en su afán meritocrático, pretende evaluar a los maestros, jerarquizándolos y precarizando aún más sus ya pésimas condiciones de trabajo. La reacción de las autoridades de Chiapas y Guerrero no se hizo esperar. Aunque sostuvieron que las fuerzas públicas de seguridad no portaban armas, varios docentes fueron asesinados en una criminal acción represiva que fue condenada mundialmente.
Pero México no es una excepción. En Colombia, el mismo día en que el gobierno y las FARC sellaban una paz histórica, la federación docente, FECODE, rompió relaciones con el Ministerio de Educación y declaró la realización de un paro nacional por tiempo indefinido. Sostienen que más allá de las promesas, el gobierno implementa una reforma educativa neoliberal que consolida la privatización del sistema escolar.
La Federación Uruguaya del Magisterio, el viernes pasado, pidió la renuncia de la ministra de Educación y Cultura, María Julia Muñoz. Lo mismo que exigen los docentes brasileños, agrupados en la poderosa Confederación Nacional de Trabajadores de la Educación, movilizados ahora contra la injusta la destitución de Dilma Rousseff y la aplicación de un conjunto de medidas recesivas que desmontan buena parte de las reformas democráticas del sistema educativo brasileño, implementadas durante la última década.
El 20 de junio, sectores del magisterio se sumaron a la huelga general que la Central Obrera Boliviana le realizó al gobierno de Evo Morales. En la Argentina, la CTERA se moviliza activamente por el aumento del presupuesto educativo nacional, contra el grave deterioro salarial en algunas jurisdicciones y en defensa del sistema previsional docente.
En toda América Latina, el magisterio se encuentra en pie de lucha, exigiendo, demandando y reivindicando condiciones de trabajo que permitan garantizar más y mejor educación para todos. Los conflictos no se limitan a los países con administraciones que se han mantenido alejadas de la ola de reformas progresistas de los últimos años, como es el caso de México, Colombia o Perú, sino también a países como Ecuador, Bolivia, Venezuela y, naturalmente, a aquellos en los que las fuerzas populares han sufrido un revés político profundo, como la Argentina y Brasil.
Qué ocurre hoy
¿Qué está ocurriendo? Durante la última década, los sistemas educativos latinoamericanos se han expandido de forma significativa. Más niños, niñas y jóvenes acceden y permanecen en el sistema escolar. Aunque la falta de recursos sigue siendo una de las principales carencias para la gestión de la educación, en muchos países ha habido un significativo aumento del presupuesto educativo y, además, de las remuneraciones docentes. Aunque aún falta mucho en materia curricular y en el acceso a nuevas tecnologías y nuevas formas de aprender, las escuelas se han modernizado a un ritmo sin precedentes. Los maestros y las maestras han ampliado muchísimo sus niveles de formación y han multiplicado su acceso a la capacitación, ya sea gracias a la oferta pública o a la enorme oferta privada disponible en este campo.
Los sistemas educativos latinoamericanos no están hoy peor que 15 años atrás. Están mejor y, en algunos casos, como en el caso argentino, muchísimo mejor.
El problema reside en que, a pesar de esto, se ha vuelto cada vez más evidente que la educación no puede cumplir una promesa que siempre se ha depositado sobre sus espaldas como un destino redentor inapelable: la ampliación de la escolaridad vuelve más igualitarias y justas nuestras sociedades.
Los sistemas educativos latinoamericanos, como nuestras propias naciones, dejaron de ser tan pobres como lo eran antes. Pero, más allá de este importantísimo avance, nuestros sistemas educativos, al igual que nuestras propias naciones, no dejaron de ser tan injustos ni tan desiguales como casi siempre lo fueron. La pobreza ha disminuido, pero la desigualdad no. Y es a la educación a la que generalmente se le reprocha la causa de las principales evidencias de la extrema desigualdad en vivimos: las inequidades del mercado de trabajo; las carencias que viven los sectores con menos ingresos (aunque muchos de ellos hoy formen parte de las llamadas «clases medias»); la violencia; la discriminación racial, de género y generacional; la fragilidad de la ley y del Estado de derecho democrático, etc.
Lo de siempre: todo depende de la educación. Una coartada discursiva de raíz conservadora, que exime al modelo de desarrollo y a las relaciones sociales que lo sustentan de toda responsabilidad política ante la desigualdad y la injusticia galopante, y se la transfiere a los que ejercen (a las que ejercen) ese oficio al que se le atribuye una invencible capacidad de purificar almas y mentes: la docencia.
Y si las cosas no andan tan bien como deberían estar, la culpa entonces la tienen los maestros.
Función redentora
Los gobiernos latinoamericanos, de izquierda y de derecha, siempre han tenido una enorme dificultad para entender que atribuir al sistema educativo una función redentora acaba ocultando más que poniendo en evidencia el verdadero sentido democrático y emancipador de la educación. Del mismo modo, no siempre han entendido que cuando una reforma escolar se plantea sin el debate y sin la participación amplia de la comunidad educativa, en general, acaba siendo una reforma contra la comunidad educativa. Menos aún han reconocido que los maestros y maestras, esos que todos los días trabajan en la única institución pública que aún persiste en nuestras sociedades, deben ser aliados y protagonistas activos de todo proceso de mejoramiento efectivo de las instituciones escolares, no sus enemigos.
Pero no hay caso. La situación se repite y se repite sin solución de continuidad. Embestir contra la docencia y particularmente atacar, reprimir, criminalizar a los docentes que se movilizan y luchan en la defensa de la educación pública, parece ser la única y poco imaginativa solución que encuentran los gobiernos latinoamericanos para mostrar empeño y dedicación en enfrentar una crisis educativa que casi siempre está mal contada.
Las perspectivas latinoamericanas no son las mejores: aumenta la recesión económica, la inflación y el desempleo, en un contexto de crisis política y fragilidad democrática. La complejidad del momento nos señala una multiplicidad de desafíos. Los gobiernos parece que sólo alcanzan a ver el dedo. Mientras tanto, reprimen, embisten y humillan a sus docentes.
Fuente del Artículo:
http://www.lacapital.com.ar/embestida-contra-la-docencia-n1132574
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