Crisis social en mexico
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Transcript of Crisis social en mexico
•1
¿Qué una Comunidad? “Agrupación de personas que tienen
ciertos intereses en común”. “Grupo o congregación de personas
que viven juntas y bajo mismas reglas” “Conjunto de vecinos de un pueblo,
ciudad, provincia o estado”.
DIVISIÓN
•COMUNIDADES
•INDIGENAS •URBANAS •RURALES
•Tiene edificios, comercios, escuelas, •servicios públicos, etc.
• La Nación tiene una composición pluricultural sustentada en sus pueblos indígenas.
• Los pueblos indígenas son aquellos que descienden de poblaciones que habitaban en el territorio actual del país al iniciarse la colonización y que conservan sus propias instituciones sociales, económicas, culturales y políticas.
• Son comunidades indígenas integrantes de un pueblo indígena, aquellas que formen una unidad social, económica y cultural, asentadas en un territorio y que reconocen autoridades propias de acuerdo con sus usos y costumbres.
Los indígenas en México
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Lengua predominante en localidades con 40% y más de población indígena,
según el volumen de hablantes, México, 2000
100 0 100 200 300 km
#S Amuzgo#S Cora#S Chatino#S Chontal de Tabasco#S Huichol$T Mayo$T Popoluca$T Tarahumara
$T Tepehuán%U Tlapaneco%U Tojolabal%U Triqui%U Zoque
De 20,000 a 100,000 hablantes
# Lenguas chinantecas# Chol# Huasteco# Maya# Mazahua$ Mazateco$ Mixe$ Lenguas mixtecas$ Náhuatl$ Otomí% Purépecha% Totonaca% Tzeltal% Tzotzil% Lenguas zapotecas
Mayores a 100,000 hablantes
ÊÚ Cakchiquel
ÊÚ CochimíÊÚ Cucapá
ÊÚ Chichimeca Jonaz
ÊÚ Chocho
ÊÚ Chontal de Oaxaca
ÊÚ Chuj
ÊÚ Guarijío
ÊÚ Ixcateco
ÊÚ Jacalteco
ÊÚ Kekchi
ÊÚ kikapú
ÊÚ Kiliwa
Menores de 20,000 hablantes
AguacatecoÊÚ
CuicatecoÊÚ
HuaveÊÚ
IxilÊÚ
KanjobalÊÚ
ÊÚ Kumiai
ÊÚ Matlatzinca
ÊÚ Ocuilteco
ÊÚ Paipai
ÊÚ Pame
ÊÚ Pima
ÊÚ Popoloca
ÊÚ Seri
ÊÚ Tacuate
ÊÚ Tepehua
PápagoÊÚ
LacandónÊÚMameÊÚ
MotozintlecoÊÚ
QuichéÊÚ
YaquiÊÚ
Fuente: Robinson, Scott, Reubicación y desarrollo. La construcción de presas en México. INEGI, división estatal, municipal y localidades, 2000.
• Población hablante de lengua Indígena: 6.6 millones• Población en hogares indígenas: 11.3 millones• Población que se considera indígena a si misma: 15.7 millones
•¿Cuántos son?
• ...pero 3 de cada 10 indígenas viven en zonas urbanas.
•¿Dónde viven?
• Total nacional de municipios: 2,440 • Municipios con población indígena: 871• 22,952 localidades con 40% y más de PI
• Una importante proporción de los indígenas vive en las regiones biogeográficas más ricas de México. (Muchas Areas Naturales Protegidas se encuentran en municipios indígenas)
•Las lenguas indígenas
•Las diferentes formas de entender la vida y la naturaleza que tienen los indígenas son determinantes para la conformación de rituales, tradiciones y prácticas.
•Tienen formas diferentes de entender la vida y la naturaleza
•Tienen sistemas sociales propios para organizar sus vidas
El 76.1% es alfabeta, 4.4% más de lo registrado en 2005
El 79.5% cuenta con algún grado escolar, lo que representa un incremento de 4.7% a lo reportado en 2005
El 23.7% cuenta con educación primaria completa
El 5.4% tiene educación superior, en 2005 este último indicador fue de 4.4%
•Población mayor de 15 años en localidades de 40% y más Población mayor de 15 años en localidades de 40% y más población indígenapoblación indígena
•EducaciónEducación
•Población indígena1 de 15 años según nivel de instrucción
7.9%
12.8%
21.1%
21.6%
21.9% 14.7%
•Población total, 2010 2
Sin instrucción
19.3%
Primaria incompleta
21.1%
Primaria completa
23.7%
Secundaria completa
17.8%
Media superior
12.6%
Superior 5.4%
Población indígena1, 20102
• 1 Población en hogares indígenas (Total de personas que forman hogares donde el jefe, cónyuge o ascendiente hablan alguna lengua indígena), CDI• 2 Con base en la muestra censal, 2010, CDI 2011.
•Indicadores de la población indígena en localidades de Indicadores de la población indígena en localidades de 40% y más de población indígena40% y más de población indígena
9 de cada 10 viviendas cuentan con electricidad, cifra superior en 4.7% con relación a lo registrado en 2005
El 68.9% de las viviendas disponen de Agua Potable, lo que representa un incremento de 3.4% con relación a 2005
El 54.4% de las viviendas cuentan con Drenaje, 11.7% más de lo reportado en 2005
En los últimos 5 años las acciones gubernamentales para eliminar de las viviendas indígenas el piso de tierra, han logrado disminuir el porcentaje del 44.9% al 22.1%
•ViviendaVivienda
•Indicadores de la población indígena en localidades de 40% y más de población indígena a partir de los resultados del Censo de Población y Vivienda 2010
Dos terceras partes de las viviendas indígenas cuentan con televisor
Entre 2005 y 2010 la proporción de viviendas indígenas con refrigerador se incrementó de manera importante al pasar de 29.3% al 39.3%.
La lavadora es un bien se encuentra en la quinta parte de las viviendas indígenas.
Aun cuando todavía es baja la proporción de viviendas que cuentan con una computadora, en los últimos 5 años se ha duplicado, en 2005 el porcentaje fue de 2.3% y en 2010 de 5.4%
•BienesBienes
En áreas urbanas, una comunidad puede ser un pequeño grupo de varios hogares de gente con un origen común. A su vez, esa comunidad puede formar parte de una comunidad de vecinos, un barrio o cualquier otra división urbana local.
Una comunidad urbana tiene vínculos más imprecisos, es más difícil de delimitar, es más heterogénea (variada, mixta), más compleja, más difícil de organizar utilizando métodos ordinarios de desarrollo de comunidades, y tiene metas más complejas y sofisticadas que las comunidades rurales.
LA CULTURA URBANADurante mucho tiempo la aportación fundamental de la sociología a la caracterización del hecho urbano ha consistido en la definición del mismo a partir del concepto de “cultura urbana”. Puede decirse que toda la sociología urbana se ha desarrollado en realidad a partir de este concepto.
Las culturas urbanas son aquellas que se dan en la ciudad, que se involucra con los paisajes, servicios, zonas, etc.
Algunos ejemplos de culturas urbanas son las llamadas “tribus”: Hippie Punk Emo Góticos Dark Pacifistas…
Según Duncan, los factores que constituyen la "cultura urbana": los ingresos, las clases de edad, la movilidad, la escolarización, el tamaño de la familia, la pertenencia étnica, la población activa y en general, los factores que configuran lo urbano.*El desmedido aumento poblacional en las ciudades y la proliferación de la vida urbana en el mundo representan uno de los acontecimientos sociales más característicos del siglo XX.
*Aunque en algunas regiones específicas existían ciudades desde tiempos antiguos, “...la preponderancia creciente de las ciudades en la vida económica y social tuvo su origen hace sólo dos siglos en Europa Occidental”.
•México es un país con larga tradición censal, para 1990 se contó con una población de 15 000 habitantes que genero una distinción entre lo no urbano y urbano.
•• Localidad rural, menor de•5 mil habitantes.
•• Localidades mixtas rurales,•de más de 5 mil a menos de•10 mil habitantes.
•• Localidades mixtas urbanas,•de más de 10 mil a menos de•15 mil habitantes.
•• Localidades urbanas, con más•de 15 mil habitantes. 22
•De aquí parte la división
•20
Programas Sociales
•Logros •Impacto•Eficiencia (costo) •Efectividad (logros)•Relevancia•Sostenibilidad
Pobreza ¿ Quienes son ?¿ Donde se localizan ?¿ Cómo viven ? ¿ Porqué son Pobres ?¿ Qué necesitan ?¿ Qué están dispuestos a hacer ?
Empleo
•Formación•Oportunidad•Salario Justo•Impuestos
Resultados
Implementacion
Problemas Sociales de México
Clasificación de la Pobreza Pobreza Alimentaria Hogares que no tienen ingreso
suficiente para adquirir la canasta alimentaria definida. Ingreso equivalente a 1.5 y 2.0 dólares diarios del 2000 en áreas rurales y urbanas, respectivamente.
Pobreza de Capacidades Además de las alimentarias incluye los gastos en salud y educación. Ingreso por persona equivalente a 1.8 y 2.4 dólares diarios del 2000 por persona en áreas rurales y urbanas, respectivamente.
Pobreza de Patrimonio Agrega a los dos rubros anteriores, alimentaria, educación y salud; la satisfacción de vestido, tener lugar donde vivir y guarecerse de las inclemencias del tiempo, transportación, para desempeñar actividades económicas y sociales, estar saludable, procurarse conocimientos para integrarse plenamente a la sociedad, así como proveer capital humano para su descendencia. Ingreso era equivalente a 2.7 y 4.0 dólares diarios del 2000 por persona en áreas rurales y urbanas, respectivamente.
•21
Niveles de Pobreza (Porcentaje de Hogares)
Categoría Total Urbano Rural 2000 2002 2000 2002 2000 2002 Pobreza Alimenticia
18.6 15.8 9.8 8.5 34.1 28.5
Pobreza de capacidades
25.3 21.1 16.2 12.2 41.4 36.5
Pobreza de Patrimonio
45.9 44.1 37.4 35.4 60.7 59.4
•22
Fuente: Medición del Desarrollo: México 2000-2002 (Junio 2003).
¿DÓNDE SE LOCALIZAN LOS POBRES? Independientemente de la definición
que se utilice, el medio rural arroja índices de pobreza mayores.
A medida que disminuye la línea de pobreza utilizada el medio rural aumenta su participación en el total de familias pobres.
Los Estados que cuentan con los mayores índices de pobreza se ubican en las regiones sur y sureste (Oaxaca, Chiapas, Guerrero, Yucatán, Tabasco y Quintana Roo).
•23
¿CÓMO VIVEN?Características de la Vivienda
y la FamiliaPobreza
AlimentariaPobreza de
CapacidadesPobreza de Patrimonio
Con piso de tierra 33.7 28.7 19.0
Sin energía eléctrica 7.7 6.0 4.0
Sin agua entubada 26.1 22.2 15.9
Sin baño 23.9 19.9 14.1
Índice de hacinamiento 3.3 3.0 2.6
Personas en el hogar 5.4 5.2 4.9
Índice de dependencia económica 2.7 2.7 2.4
Jefe de familia sin instrucción 31.8 27.5 22.2
•24
Los datos representan el porcentaje de hogares o número de personas
¿CÓMO VIVEN?Equipamiento de la Vivienda
(%)Pobreza
AlimentariaPobreza de
CapacidadesPobreza de Patrimonio
Estufa de gas 59.4 67.5 78.4
Refrigerador 32.5 40.5 55.4
Licuadora 50.1 56.8 68.9
Lavadora 18.2 23.2 33.9
Radio 24.5 25.7 27.0
Televisión 68.0 73.6 82.2
Videocasetera 6.1 9.8 16.4
Automóvil o camioneta 7.1 9.2 13.8
Teléfono 8.1 12.0 19.1
•25Los datos representan el porcentaje de hogares
¿CÓMO VIVEN?
0.0
25.0
50.0
75.0
100.0
Estufa
de ga
s
Refrige
rador
Licua
dora
Lava
dora
Radio
Televis
ión
Videoc
asete
ra
Automóv
il o ca
mioneta
Teléfo
no
Pose
sión
de
Activ
os
PobrezaAlimentariaPobreza deCapacidadesPobreza dePatrimonio
•26
¿Por qué son Pobres? ¿Qué Necesitan?
Mayor índice de dependencia- más hijos- más dependientes (padres, abuelos, etc)
Menor número de perceptores Menor nivel de educación Escasa posesión de activos (casa, dinero,
herramientas, etc.) Menor acceso a servicios públicos (agua, drenaje,
salud, etc) Mayor vulnerabilidad (sin seguridad social, sin
pensión, etc) Rezago en el desarrollo agrícola y rural
•27
Características de los hogares en condiciones de pobreza
Pobreza Alimentaria
Pobreza de Capacidades
Pobreza Patrimonial
Personas en el hogar1 5.4 5.2 4.9 Índice de dependencia
económica1 2.7 2.7 2.4
Índice de dependencia demográfica1
1.3 1.2 1.0
Índice de hacinamiento 3.3 3.0 2.6 Seguridad Social1 0.9 0.9 0.7
Niños menores de 12 años1 2.0 1.9 1.6 Niños entre 8 y 12 años que no asisten a la escuela1 (%)
0.10 0.09 0.07
Niños entre 13 y 15 años que trabajan1 (%)
0.08 0.07 0.05
Personas de 15 años y más con primaria incompleta (%)
55.9 50.9 41.2
Personas de 15 años y más analfabetas (%)
23.9 20.8 15.7
•28
Notas: 1 Promedio
Escolaridad del Jefe de la Familia Pobreza
Alimentaria Pobreza de
Capacidades Pobreza
Patrimonial Jefes mujer2 14.3 15.5 15.6
Jefes analfabetas2 27.8 24.0 18.8 Escolaridad jefe2 Sin instrucción 31.8 27.5 22.2 Con primaria incompleta
34.7 34.3 30.1
Con primaria completa
18.4 20.1 22.4
Con secundaria incompleta
3.3 3.3 3.6
Más de secundaria 11.8 14.8 21.7
•29
Nota: 2 Porcentaje
Edad del Jefe de Familia %
Pobreza Alimentaria
Pobreza de Capacidades
Pobreza Patrimonial
Menor de 20 0.8 0.9 0.8 Entre 21 y 40 44.6 44.6 44.5 Entre 41 y 60 34.4 34.6 35.1
Más de 60 20.2 19.8 19.6
•30
Tipo de Hogar
Pobreza Alimentaria
Pobreza de Capacidades
Pobreza Patrimonial
Unipersonal 3.4 3.2 3.2 Nuclear 70.3 70.3 71.7 Extenso 26.0 26.2 24.7
Compuesto 0.2 0.1 0.3 Otro tipo 0.1 0.2 0.1
•31
Evolución de la Pobreza 2000-2002
(%) del total Umbral de Clasificación
Población 2000 2002
Pobreza Alimentaria
Hogares Personas
18.6 24.2
15.8 20.3
Desarrollo de Capacidades
Hogares Personas
25.3 31.9
21.1 26.5
Desarrollo de Patrimonio
Hogares Personas
45.9 53.1
44.1 51.7
•32
Fuente: Cálculos de la Secretaría de Desarrollo Social con base en la metodología oficial de medición de pobreza aplicada a la ENIGH 2000 y ENIGH 2002 del INEGI
•1. LA MIRADA HISTÓRICA
•2. LA PERSPECTIVA ECONÓMICA
•3. ENFOQUES POLÍTICOS DE COYUNTURA
•4. LA PLANEACIÓN GUBERNAMENTAL
•5. LOS ENFOQUES SECTORIALES
•6. PERSPECTIVA DE LAS AGENDAS GLOBALES
•7. PERSPECTIVA DE POLÍTICA PÚBLICA
Crisis Educativa
1. LA MIRADA HISTÓRICA
Factores Ideológicos
Grupos de Poder y Fuerzas Políticas
Estilos Personales de Gobierno
Etnias y Educación
Debates Pedagógicos
•2. LA PERSPECTIVA ECONÓMICA
Desarrollo EconómicoDesarrollo Económico
Teorías del Capital HumanoTeorías del Capital Humano
Funcionalidad TécnicaFuncionalidad Técnica
Mercados Segmentados y Mercados Segmentados y • CredencializaciónCredencialización
•3. ENFOQUES POLÍTICOS DE COYUNTURA
» Opinión Pública » Observadores Políticos
» Equidad y Crecimiento Económico
» Valores
» Financiamiento
» Seguimiento de la Política
•4. LA PLANEACIÓN GUBERNAMENTAL
Posicionamiento Político del Estado
Planes sectoriales
Discursos oficiales
Programas educativos
•5. LOS ENFOQUES SECTORIALES
Financiamiento educativo
Descentralización
Políticas de equidad y programas compensa torios
Políticas de evaluación y estimulos
Organismos internacionales
Formación y actualización de profesores
Formación en valores
Nuevas tecnologías
Currículum
•6. PERSPECTIVAS DE LAS AGENDAS GLOBALES
Globalización
Organismos internacionales • (BM, OCDE, UNESCO)
Programas multinacionales
•7. PERSPECTIVA DE POLÍTICA PÚBLICA
▓ Interdisciplinariedad
▓ Reforma del Estado
▓ Formación de Política Pública
▓ Lo Público y la Política
▓ Desarrollo Educativo
•VASCONCELISTA•( 1922-1934)
•SOCIALISTA•( 1934-1940 …)
•UNIDAD NACIONAL•(1942…1946)
•PROYECTO TÉCNICO•( 1940-195O…)•PROYECTO MODERNIZADOR
•( 1970-1990…)
•EDUCACIÓN•NACIONAL
•Amalgama de tradiciones sobrepuestas
•FUERZAS Y CONFLICTOS
• Demandas populares vs intereses de poder
• Exigencias sindicales (y otras) del magisterio vs• propósitos gubernamentales
• Tendencias progresistas vs conservadoras
• Lo nacional vs lo internacional
•Crisis del sistema educativo
•CRISIS DE LEGITIMIDAD
•Erosión de las expectativas sociales•(Empleo, salario, movilidad social, estatus)
•Debilitamiento del rol socializador de la escuela
•Conflictos internos (magisterio)
•Ideología empresarial
•CRISIS DE EFICACIA
•Rezago educativo•Calidad•Falta de dinamismo organizacional•Desvinculación•Deterioro físico y fiscal
•CRISIS DE EFECTIVIDAD
•Gigantismo burocrático•Politización extrema•Aduanas y retenes•Incumplimiento de metas
•CICLO ECONÓMICO• Y POLÍTICO
•SISTEMA •EDUCATIVO
•LA EDUCACIÓN EN LA ENCRUCIJADA
•Desarrollo Humano y•Sustentabilidad
•Globalización•Tecnología •Sociedad del
•Conocimiento
•Crecimiento •Económico
•Democracia •Diversidad•Cultural
•Desigualdad•Social
•Poner al aula y a la escuela en el centro del sistema
Apoyar a las que más lo necesiten
Aprender de las mejores
Identificar e incentivar las mejores prácticas escolares
Aprendizaje desde el aula y la escuela
Propiciar innovaciones que generen y mantengan procesos de
mejoramiento permanente.
