info:eu-repo/semantics/article
Changes in the Academic Regime for Secondary Schools: Processes of Recontextualization and Tensions in School Management and Cultures
Régimen Académico y Educación Secundaria: Procesos de recontextualización y tensiones en la gestión y culturas escolares
Registro en:
10.32541/recie.2020.v4i1.pp20-33
Autor
Krichesky, Marcelo David
Lucas, Julia
Giangreco, Silvio
Resumen
The change in the Academic Regime (AR) of the Secondary Education in the province of Buenos Aires, Argentina, which initiated as a regulation in 2011, was part of a national and provincial education policy, aimed at ensuring compulsory schooling at the secondary level in terms of the right to education. This article is the result of a qualitative educational research in which the prescriptive aspects of the aforementioned resolution and its possible pedagogical-teaching implications are analyzed. On the other hand, the representations of different actors of the educational system that are put at stake when managing and implementing the AR at the system level (inspectors) and at the institutional level (managers and teachers) are investigated. This research focuses on the scope and limits of the AR to impact the inheritances and traditions that run through school management and teaching practices with regard to the treatment of school careers. El cambio de Régimen Académico (RA) de la Educación Secundaria de la provincia de Buenos Aires, República Argentina, iniciado como normativa en el año 2011, resultó parte de una política educativa nacional y provincial, orientada a garantizar la obligatoriedad de la escolaridad en el Nivel Secundario en clave del derecho a la educación. Este artículo es el resultado de una investigación educativa cualitativa en la que se analizan los aspectos prescriptivos de la mencionada resolución y sus posibles implicancias pedagógico- didácticas. Por otro lado, se indagan las representaciones de diferentes actores del sistema educativo que se ponen en juego a la hora de gestionar e implementar el RA a nivel del sistema (inspectores) y a nivel institucional (directivos y docentes). Dicha indagación se concentra alrededor de los alcances y los límites del RA para impactar en las herencias y tradiciones que atraviesan la gestión escolar y las prácticas docentes respecto del tratamiento de las trayectorias escolares.
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