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...
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| Autores principales: | , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Centro de Investigaciones de la Facultad de Filosofía y Humanidades
2024
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/etcetera/article/view/45711 |
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| Sumario: | 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. |
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