Educación y Democracia en el Cono Sur. Descifrando un vínculo complejo

• Míguez, Daniel ^[1]
  1. [1] Universidad Nacional del Centro de la Provincia de Buenos Aires

     Universidad Nacional del Centro de la Provincia de Buenos Aires

     Argentina

     
• Localización: Desarrollo económico, ISSN 0046-001X, Vol. 64, Nº. 245, 2025, págs. 28-49
• Idioma: español
• DOI: 10.59339/de.v64i245.803
• Títulos paralelos:
  • Education and democracy in the Southern Cone. Unraveling a complex link
• Enlaces
  • Texto completo
• Resumen
  • español

    En este artículo se examinan los vínculos entre educación y democracia en tres países del Cono Sur: Argentina, Chile y Uruguay. En particular, se pone a prueba la hipótesis ‘culturalista’ que propone que las actitudes y creencias que han sido consideradas como favorables al surgimiento y vigencia de las instituciones republicanas tienen más arraigo en los estratos con mayor nivel de escolarización. El análisis se lleva a cabo mediante pruebas no paramétricas (coeficiente Gamma, cociente de probabilidades) en base a información provista por la Encuesta Internacional de Valores. Los resultados revelan que este tipo de relación varía según el tipo de creencia o actitud considerada, el grupo social de que se trate y el país en el que tenga lugar. Así, más que confirmar o rechazar la hipótesis, los resultados sugieren que distintos aspectos de la democracia son valorados de formas diferentes en distintos grupos sociales.

  • English

    This article examines the links between education and democracy in three Southern Cone countries: Argentina, Chile, and Uruguay. Specifically, it tests the 'culturalist' hypothesis, which proposes that attitudes and beliefs considered favorable for the emergence and sustainability of republican institutions are more deeply rooted in higher-educated strata. The analysis is conducted using non-parametric tests (Gamma coefficient, odds ratio) based on data provided by the World Values Survey. The results reveal that this type of relationship varies depending on the type of belief or attitude considered, the social group in question, and the country in which it occurs. Thus, rather than confirming or rejecting the hypothesis, the results suggest that different aspects of democracy are valued differently depending on the educational level of the population.

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