Traditionally one of the countries with highest levels of social and human development in Latin America, Uruguay is a small and eminently urban country, with an extended welfare state and universal education. From the beginnings of the twentieth century, education has been one of its main tools for promoting nationality and citizenship.
The region and Uruguay experimented with different economic development models, switching development models from an Import Substitution Model (ISM) to an exportoriented model. As a result, the second half of the twentieth century entailed a series of changes in the social structures of the country. Poverty and inequality indicators grew and the architecture of the welfare state gradually lost its capacity to respond to a changing structure of social risks (Filgueira et al., 2005). Education was not insulated from these changes.
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Bogliaccini, J.A. (2007). Primary Education: Changing Mainstay of Uruguay. In: Pink, W.T., Noblit, G.W. (eds) International Handbook of Urban Education. Springer International Handbooks of Education, vol 19. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-5199-9_36
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