Social bonding at the secondary level: the meaning of education and education with meaning
In light of the journey made by the universities, immense opportunities are opened today for the analysis, reflection, design and management of the socio-community link at the secondary level. This also implies the recognition of the emerging distances and approximations between both educational lev...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
| Publicado: |
Imprenta del Monserrat
2023
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| Materias: | |
| Acceso en línea: | https://revistas.unc.edu.ar/index.php/dehisciencia/article/view/42107 |
| Aporte de: |
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I10-R277-article-42107 |
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Universidad Nacional de Córdoba |
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I-10 |
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R-277 |
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Dehisciencia: cuadernos sobre proyectos sociocomunitarios en educación secundaria |
| language |
Español |
| format |
Artículo revista |
| topic |
extensión proyección social vinculación sociocomunitaria nivel secundario formación docente para espacios de vinculación sociocomunitaria extensão projeção social articulação sociocomunitária ensino secundário formação docente sociocomunitária extension social projection socio-community linkage socio-community teacher training middle school |
| spellingShingle |
extensión proyección social vinculación sociocomunitaria nivel secundario formación docente para espacios de vinculación sociocomunitaria extensão projeção social articulação sociocomunitária ensino secundário formação docente sociocomunitária extension social projection socio-community linkage socio-community teacher training middle school Harrington, Inés Social bonding at the secondary level: the meaning of education and education with meaning |
| topic_facet |
extensión proyección social vinculación sociocomunitaria nivel secundario formación docente para espacios de vinculación sociocomunitaria extensão projeção social articulação sociocomunitária ensino secundário formação docente sociocomunitária extension social projection socio-community linkage socio-community teacher training middle school |
| author |
Harrington, Inés |
| author_facet |
Harrington, Inés |
| author_sort |
Harrington, Inés |
| title |
Social bonding at the secondary level: the meaning of education and education with meaning |
| title_short |
Social bonding at the secondary level: the meaning of education and education with meaning |
| title_full |
Social bonding at the secondary level: the meaning of education and education with meaning |
| title_fullStr |
Social bonding at the secondary level: the meaning of education and education with meaning |
| title_full_unstemmed |
Social bonding at the secondary level: the meaning of education and education with meaning |
| title_sort |
social bonding at the secondary level: the meaning of education and education with meaning |
| description |
In light of the journey made by the universities, immense opportunities are opened today for the analysis, reflection, design and management of the socio-community link at the secondary level. This also implies the recognition of the emerging distances and approximations between both educational levels.To this end, a review of the background of the socio-community relationship initiated more than 20 years ago is proposed, both in the design of public policies and in the current legal frameworks, whose reading allows us to anticipate the meaning of education at the national level and in the Province of Córdoba.Next, some indicators that reflect progress, achievements, tensions and pending considerations in the implementation of socio-community practices from which we seek to give meaning to our educational task will be analyzed.Finally, we point out an area in the field of teacher training that, although it is not capable of giving meaning to the entire education, it does manage to confer meaning to the search for transforming pedagogical activities. We also note the potential of teacher training as it enables the articulation of knowledge from different levels of the educational system and articulates a space for true encounter to accompany the vocations of socio-community teachers.Without intending to fully resolve substantial considerations related to the work of socio-community teachers, we offer questions that help us think, approach and accompany us in this immense challenge of assuming social reality as a classroom space. |
| publisher |
Imprenta del Monserrat |
| publishDate |
2023 |
| url |
https://revistas.unc.edu.ar/index.php/dehisciencia/article/view/42107 |
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2024-09-03T22:57:57Z |
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2025-02-05T22:22:31Z |
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1823257815980965888 |
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I10-R277-article-421072023-08-11T06:24:24Z Social bonding at the secondary level: the meaning of education and education with meaning La vinculación sociocomunitaria en el nivel secundario: el sentido de la educación y la educación con sentido Vinculação social no nível secundário: o sentido da educação e a educação com sentido Harrington, Inés extensión proyección social vinculación sociocomunitaria nivel secundario formación docente para espacios de vinculación sociocomunitaria extensão projeção social articulação sociocomunitária ensino secundário formação docente sociocomunitária extension social projection socio-community linkage socio-community teacher training middle school In light of the journey made by the universities, immense opportunities are opened today for the analysis, reflection, design and management of the socio-community link at the secondary level. This also implies the recognition of the emerging distances and approximations between both educational levels.To this end, a review of the background of the socio-community relationship initiated more than 20 years ago is proposed, both in the design of public policies and in the current legal frameworks, whose reading allows us to anticipate the meaning of education at the national level and in the Province of Córdoba.Next, some indicators that reflect progress, achievements, tensions and pending considerations in the implementation of socio-community practices from which we seek to give meaning to our educational task will be analyzed.Finally, we point out an area in the field of teacher training that, although it is not capable of giving meaning to the entire education, it does manage to confer meaning to the search for transforming pedagogical activities. We also note the potential of teacher training as it enables the articulation of knowledge from different levels of the educational system and articulates a space for true encounter to accompany the vocations of socio-community teachers.Without intending to fully resolve substantial considerations related to the work of socio-community teachers, we offer questions that help us think, approach and accompany us in this immense challenge of assuming social reality as a classroom space. A la luz del recorrido realizado por las universidades, hoy se abren inmensas oportunidades para el análisis, la reflexión, el diseño y la gestión de la vinculación sociocomunitaria en el nivel secundario. Esto implica, también, el reconocimiento de las distancias y aproximaciones emergentes entre ambos niveles. A tal fin, se propone un repaso de los antecedentes de la vinculación sociocomunitaria iniciada hace más de 20 años, tanto en el diseño de políticas públicas como en los marcos legales vigentes, cuya lectura permite anticipar el sentido de la educación a nivel nacional y en la Provincia de Córdoba. Seguidamente, se analizarán algunos indicadores que reflejen avances, logros, tensiones y consideraciones pendientes en la implementación de las prácticas sociocomunitarias desde las cuales buscamos conferir sentido a nuestra tarea educativa. Finalmente advertimos en el campo de la formación docente un ámbito que, si bien no es capaz de dotar de sentido a toda la educación, sí logra conferir sentido a la búsqueda del hacer pedagógico que transforma. Advertimos también el potencial de la formación docente en tanto habilita la articulación de saberes entre distintos niveles del sistema educativo y articula un espacio de verdadero encuentro para acompañar las vocaciones de docentes abocados al hacer sociocomunitario.Sin ánimo de resolver acabadamente consideraciones sustanciales vinculadas a la vocación y la práctica docente, ofrecemos preguntas que esperamos colaboren en pensar, acercar y acompañar en este inmenso desafío de asumir la realidad social como espacio áulico. À luz do caminho percorrido pelas universidades, hoje abrem-se imensas oportunidades para a análise, reflexão, desenho e gestão de vínculos sociocomunitários no ensino secundário. Isto implica também o reconhecimento das distâncias e aproximações emergentes entre ambos níveis.Para isso, propõe-se uma revisão dos antecedentes dos vínculos sociocomunitários iniciados há mais de 20 anos, tanto no desenho das políticas públicas quanto nos marcos legais vigentes, cuja leitura permite antecipar o sentido da educação no nível nacional e na Província de Córdoba.A seguir, serão analisados alguns indicadores que refletem avanços, conquistas, tensões e pendências na implementação de práticas sociocomunitárias a partir das quais buscamos dar sentido à nossa tarefa educativa.Por fim, constatamos no campo da formação de professores uma área que, embora não seja capaz de dar sentido a toda a educação, consegue conferir sentido à busca por atividades pedagógicas transformadoras. Notamos também as potencialidades da formação docente ao possibilitar a articulação de saberes entre diferentes níveis do sistema educacional e articular um verdadeiro espaço de encontro para acompanhar as vocações dos docentes sociocomunitários.Sem pretender esgotar considerações substanciais relacionadas com o trabalho dos professores sociocomunitários, lançamos questões que nos ajudam a pensar, abordar e acompanhar-nos neste imenso desafio de assumir a realidade social como um espaço de sala de aula. Imprenta del Monserrat 2023-08-03 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo evaluado por pares application/pdf https://revistas.unc.edu.ar/index.php/dehisciencia/article/view/42107 Dehisciencia: cuadernos sobre proyectos sociocomunitarios en educación secundaria; Vol. 1 (2023); 17-29 3008-8267 3008-8267 spa https://revistas.unc.edu.ar/index.php/dehisciencia/article/view/42107/42268 https://creativecommons.org/licenses/by-nc/4.0 |