State officials in the "territory" and rural education policies in Entre Ríos: a view from the implementation of two externally funded programs

In this paper we propose to analyze the participation of state officials who were constituted as local referents in the implementation of two rural education policies developed in Entre Ríos (Argentina) with external funding, national scope and provincial management: the Program for the Expansion an...

Descripción completa

Guardado en:
Detalles Bibliográficos
Autores principales: Schmuck, María Emilia, Petitti, Eva Mara
Formato: Artículo revista
Lenguaje:Español
Publicado: Centro de Investigaciones de la Facultad de Filosofía y Humanidades 2024
Materias:
State Officials
Rural Education
Entre Ríos
EMER
PROMER
Funcionarias
Educación Rural
Acceso en línea:https://revistas.unc.edu.ar/index.php/etcetera/article/view/45711
Aporte de:
Etcétera. Revista del Área de Ciencias Sociales del CIFFyH de Universidad Nacional de Córdoba
id I10-R300-article-45711
record_format ojs
spelling I10-R300-article-457112025-12-22T13:45:42Z State officials in the "territory" and rural education policies in Entre Ríos: a view from the implementation of two externally funded programs Funcionarias en el "territorio" y políticas de educación rural en Entre Ríos: una mirada desde la implementación de dos programas con financiamiento externo Schmuck, María Emilia Petitti, Eva Mara State Officials Rural Education Entre Ríos EMER PROMER Funcionarias Educación Rural Entre Ríos EMER PROMER In this paper we propose to analyze the participation of state officials who were constituted as local referents in the implementation of two rural education policies developed in Entre Ríos (Argentina) with external funding, national scope and provincial management: the Program for the Expansion and Improvement of Rural Education (1978-1991) and the Project for the Improvement of Rural Education II (2016-2021). We start from the assumption that the incidence of these officials in the implementation processes is linked to their "territorial" profile, a sense that the workers themselves assign to their activities, which they characterize by their daily presence and close links with the directing and teaching staff of schools in rural contexts, which differentiate them from other actors involved in the policies. In order to carry out this work, we positioned ourselves from an ethnographic perspective, putting into dialogue regulations, documents, work meeting records and interviews. En este trabajo nos proponemos analizar la participación de funcionarias que se constituyeron como referentes locales en la implementación de dos políticas de educación rural desarrolladas en Entre Ríos (Argentina) con financiamiento externo, alcance nacional y gestión provincial: el Programa de Expansión y Mejoramiento de la Enseñanza Rural (1978-1991) y el Proyecto de Mejoramiento de la Educación Rural II (2016-2021). Partimos del supuesto de que la incidencia de estas funcionarias en los procesos de implementación se vincula con su perfil "territorial", sentido que las propias trabajadoras asignan a su quehacer, que caracterizan por la presencia cotidiana y los vínculos de cercanía con el personal directivo y docente de las escuelas en contexto rural, que las diferencian de otras/os actoras/es involucradas/os en las políticas. Para realizar este trabajo nos posicionamos desde una perspectiva etnográfica, poniendo en diálogo normativas, documentos, registros de reuniones de trabajo y entrevistas. Centro de Investigaciones de la Facultad de Filosofía y Humanidades 2024-07-29 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.unc.edu.ar/index.php/etcetera/article/view/45711 10.64713/etc.n14.2024.45711 Etcétera. Revista del Área de Ciencias Sociales del CIFFyH; Núm. 14 (2024) 2618-4281 spa https://revistas.unc.edu.ar/index.php/etcetera/article/view/45711/45975 Derechos de autor 2024 Etcétera. Revista del Área de Ciencias Sociales del CIFFyH https://creativecommons.org/licenses/by-nc-sa/4.0
institution Universidad Nacional de Córdoba
institution_str I-10
repository_str R-300
container_title_str Etcétera. Revista del Área de Ciencias Sociales del CIFFyH
language Español
format Artículo revista
topic State Officials
Rural Education
Entre Ríos
EMER
PROMER
Funcionarias
Educación Rural
Entre Ríos
EMER
PROMER
spellingShingle State Officials
Rural Education
Entre Ríos
EMER
PROMER
Funcionarias
Educación Rural
Entre Ríos
EMER
PROMER
Schmuck, María Emilia
Petitti, Eva Mara
State officials in the "territory" and rural education policies in Entre Ríos: a view from the implementation of two externally funded programs
topic_facet State Officials
Rural Education
Entre Ríos
EMER
PROMER
Funcionarias
Educación Rural
Entre Ríos
EMER
PROMER
author Schmuck, María Emilia
Petitti, Eva Mara
author_facet Schmuck, María Emilia
Petitti, Eva Mara
author_sort Schmuck, María Emilia
title State officials in the "territory" and rural education policies in Entre Ríos: a view from the implementation of two externally funded programs
title_short State officials in the "territory" and rural education policies in Entre Ríos: a view from the implementation of two externally funded programs
title_full State officials in the "territory" and rural education policies in Entre Ríos: a view from the implementation of two externally funded programs
title_fullStr State officials in the "territory" and rural education policies in Entre Ríos: a view from the implementation of two externally funded programs
title_full_unstemmed State officials in the "territory" and rural education policies in Entre Ríos: a view from the implementation of two externally funded programs
title_sort state officials in the "territory" and rural education policies in entre ríos: a view from the implementation of two externally funded programs
description In this paper we propose to analyze the participation of state officials who were constituted as local referents in the implementation of two rural education policies developed in Entre Ríos (Argentina) with external funding, national scope and provincial management: the Program for the Expansion and Improvement of Rural Education (1978-1991) and the Project for the Improvement of Rural Education II (2016-2021). We start from the assumption that the incidence of these officials in the implementation processes is linked to their "territorial" profile, a sense that the workers themselves assign to their activities, which they characterize by their daily presence and close links with the directing and teaching staff of schools in rural contexts, which differentiate them from other actors involved in the policies. In order to carry out this work, we positioned ourselves from an ethnographic perspective, putting into dialogue regulations, documents, work meeting records and interviews.
publisher Centro de Investigaciones de la Facultad de Filosofía y Humanidades
publishDate 2024
url https://revistas.unc.edu.ar/index.php/etcetera/article/view/45711
work_keys_str_mv AT schmuckmariaemilia stateofficialsintheterritoryandruraleducationpoliciesinentreriosaviewfromtheimplementationoftwoexternallyfundedprograms
AT petittievamara stateofficialsintheterritoryandruraleducationpoliciesinentreriosaviewfromtheimplementationoftwoexternallyfundedprograms
AT schmuckmariaemilia funcionariasenelterritorioypoliticasdeeducacionruralenentreriosunamiradadesdelaimplementaciondedosprogramasconfinanciamientoexterno
AT petittievamara funcionariasenelterritorioypoliticasdeeducacionruralenentreriosunamiradadesdelaimplementaciondedosprogramasconfinanciamientoexterno
first_indexed 2024-09-03T20:22:16Z
last_indexed 2025-12-27T05:14:39Z
_version_ 1852637162101538816

Ejemplares similares