Accompanying Programme to Secondary Education: Trial of an inclusive education

In the debate about creating devices (dispositifs) to provide answers to the problems related to the ending of high school studies, we consider the analysis of “Accompanying Programme to Secondary Education” (PACES for its acronym in Spanish), developed in Cordoba between 2015 and 2019. We consider...

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Autores principales: Rodriguez, Paula Veronica, Gilabert, Maria Eugenia, Bechio, Maria Florencia
Formato: Artículo revista
Lenguaje:Español
Publicado: Facultad de Filosofía y Humanidades. Secretaría de Investigación, Ciencia y Técnica. Secretaría Académica 2022
Materias:
políticas de inclusión educativa; escuela secundaria; repitencia; oficio de estudiante, dispositivo escolar.
Acceso en línea:https://revistas.unc.edu.ar/index.php/sintesis/article/view/37254
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Síntesis de Universidad Nacional de Córdoba
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spelling I10-R356-article-372542022-08-12T13:48:15Z Accompanying Programme to Secondary Education: Trial of an inclusive education Programa de Acompañamiento a los Estudios Secundarios : Ensayo de una política de inclusión escolar Rodriguez, Paula Veronica Gilabert, Maria Eugenia Bechio, Maria Florencia políticas de inclusión educativa; escuela secundaria; repitencia; oficio de estudiante, dispositivo escolar. In the debate about creating devices (dispositifs) to provide answers to the problems related to the ending of high school studies, we consider the analysis of “Accompanying Programme to Secondary Education” (PACES for its acronym in Spanish), developed in Cordoba between 2015 and 2019. We consider that PACES constitutes a unique study case. It is unique because it lasted a short period of time; and because of its articulated development to another device, still in force, “Programme of Inclusion and Completion of Secondary Education for youngsters between the ages of 14 and 17” (PIT 14-17 for its acronym in Spanish) that aims to aid students whose secondary education continuity is at risk. PACES put to work a syllabus and pedagogical organization to tackle the accreditation of subjects and courses in regular secondary school by means of a “different repetition experience”. This was created to avoid school dropout with the purpose of entering PIT 14-17. This investigation was carried out from a socio-anthropological point of view and from an interpretative approach. This exposition focuses on three main topics: a) origins, functioning and organization of PACES as an inclusive education policy; b) programme design: organizational, pedagogical, didactic and course contents aspects; c) school practices, classroom dynamics and feelings of the people involved in the programme. En la discusión sobre la construcción de dispositivos escolares para dar respuesta a los problemas de finalización de estudios secundarios, se pone a consideración el análisis del “Programa de Acompañamiento en la Continuidad a los Estudios Secundarios (PACES)”, desarrollado en Córdoba entre 2015 y 2019. El PACES constituye un caso único por su duración y su desarrollo articulado a otro dispositivo, aún en vigencia, el “Programa de Inclusión y Terminalidad de la Educación Secundaria para Jóvenes de 14 a 17 años (PIT 14-17)” que todavía tiene como objetivo atender a estudiantes en situación de abandono de los estudios secundarios. El PACES puso en marcha una organización curricular y pedagógica para atender la acreditación de asignaturas en la escuela secundaria común por medio de una “repitencia diferente” y con el propósito de evitar la deserción escolar como posibles pedidos de ingreso al PIT. El trabajo de investigación se realizó desde un enfoque socioantropológico con un abordaje interpretativo. La exposición pone foco en tres ejes: a) orígenes, funcionamiento y organización del PACES en tanto política de inclusión educativa; b) diseño del programa: aspectos organizacionales, pedagógicos, didácticos y curriculares; c) prácticas escolares, dinámica en las aulas y los sentires de los sujetos involucrados. Facultad de Filosofía y Humanidades. Secretaría de Investigación, Ciencia y Técnica. Secretaría Académica 2022-08-05 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.unc.edu.ar/index.php/sintesis/article/view/37254 Síntesis; Núm. 12 (2022): Revista Síntesis nº 12; 64-76 2314-291X 1851-8060 spa https://revistas.unc.edu.ar/index.php/sintesis/article/view/37254/38524 Derechos de autor 2022 Síntesis https://creativecommons.org/licenses/by-nc-nd/4.0
institution Universidad Nacional de Córdoba
institution_str I-10
repository_str R-356
container_title_str Síntesis
language Español
format Artículo revista
topic políticas de inclusión educativa; escuela secundaria; repitencia; oficio de estudiante, dispositivo escolar.
spellingShingle políticas de inclusión educativa; escuela secundaria; repitencia; oficio de estudiante, dispositivo escolar.
Rodriguez, Paula Veronica
Gilabert, Maria Eugenia
Bechio, Maria Florencia
Accompanying Programme to Secondary Education: Trial of an inclusive education
topic_facet políticas de inclusión educativa; escuela secundaria; repitencia; oficio de estudiante, dispositivo escolar.
author Rodriguez, Paula Veronica
Gilabert, Maria Eugenia
Bechio, Maria Florencia
author_facet Rodriguez, Paula Veronica
Gilabert, Maria Eugenia
Bechio, Maria Florencia
author_sort Rodriguez, Paula Veronica
title Accompanying Programme to Secondary Education: Trial of an inclusive education
title_short Accompanying Programme to Secondary Education: Trial of an inclusive education
title_full Accompanying Programme to Secondary Education: Trial of an inclusive education
title_fullStr Accompanying Programme to Secondary Education: Trial of an inclusive education
title_full_unstemmed Accompanying Programme to Secondary Education: Trial of an inclusive education
title_sort accompanying programme to secondary education: trial of an inclusive education
description In the debate about creating devices (dispositifs) to provide answers to the problems related to the ending of high school studies, we consider the analysis of “Accompanying Programme to Secondary Education” (PACES for its acronym in Spanish), developed in Cordoba between 2015 and 2019. We consider that PACES constitutes a unique study case. It is unique because it lasted a short period of time; and because of its articulated development to another device, still in force, “Programme of Inclusion and Completion of Secondary Education for youngsters between the ages of 14 and 17” (PIT 14-17 for its acronym in Spanish) that aims to aid students whose secondary education continuity is at risk. PACES put to work a syllabus and pedagogical organization to tackle the accreditation of subjects and courses in regular secondary school by means of a “different repetition experience”. This was created to avoid school dropout with the purpose of entering PIT 14-17. This investigation was carried out from a socio-anthropological point of view and from an interpretative approach. This exposition focuses on three main topics: a) origins, functioning and organization of PACES as an inclusive education policy; b) programme design: organizational, pedagogical, didactic and course contents aspects; c) school practices, classroom dynamics and feelings of the people involved in the programme.
publisher Facultad de Filosofía y Humanidades. Secretaría de Investigación, Ciencia y Técnica. Secretaría Académica
publishDate 2022
url https://revistas.unc.edu.ar/index.php/sintesis/article/view/37254
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