Accompaniment practices and educative segregation on entry to ETP-CET public in the city of San Carlos de Bariloche, province of Río Negro

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The master's degree thesis of the faculty of humanities and educational science on the UNLP sought to address the actual state regulation ways and the accompanying teaching practices on the first year of secondary technical school, in relation with the guarantee of equal opportunities in Rio Ne...

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Autores principales: Seoane , Viviana Isabel, Delgado , Mariana Laura
Formato: Artículo revista
Lenguaje:Español
Publicado: Facultad de Humanidades y Artes de la Universidad Nacional de Rosario 2021
Materias:
Desigualdad
Segregación residencial
Trayectorias escolares
Prácticas docentes
Acompañamiento
Inequality
Residential segregation
School trajectories
Teaching practices
Accompaniment
Acceso en línea:https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/679
Aporte de:
Revista de la Escuela de Ciencias de la Educación de Universidad Nacional de Rosario
id I15-R208-article-679
record_format ojs
institution Universidad Nacional de Rosario
institution_str I-15
repository_str R-208
container_title_str Revista de la Escuela de Ciencias de la Educación
language Español
format Artículo revista
topic Desigualdad
Segregación residencial
Trayectorias escolares
Prácticas docentes
Acompañamiento
Inequality
Residential segregation
School trajectories
Teaching practices
Accompaniment
spellingShingle Desigualdad
Segregación residencial
Trayectorias escolares
Prácticas docentes
Acompañamiento
Inequality
Residential segregation
School trajectories
Teaching practices
Accompaniment
Seoane , Viviana Isabel
Delgado , Mariana Laura
Accompaniment practices and educative segregation on entry to ETP-CET public in the city of San Carlos de Bariloche, province of Río Negro
topic_facet Desigualdad
Segregación residencial
Trayectorias escolares
Prácticas docentes
Acompañamiento
Inequality
Residential segregation
School trajectories
Teaching practices
Accompaniment
author Seoane , Viviana Isabel
Delgado , Mariana Laura
author_facet Seoane , Viviana Isabel
Delgado , Mariana Laura
author_sort Seoane , Viviana Isabel
title Accompaniment practices and educative segregation on entry to ETP-CET public in the city of San Carlos de Bariloche, province of Río Negro
title_short Accompaniment practices and educative segregation on entry to ETP-CET public in the city of San Carlos de Bariloche, province of Río Negro
title_full Accompaniment practices and educative segregation on entry to ETP-CET public in the city of San Carlos de Bariloche, province of Río Negro
title_fullStr Accompaniment practices and educative segregation on entry to ETP-CET public in the city of San Carlos de Bariloche, province of Río Negro
title_full_unstemmed Accompaniment practices and educative segregation on entry to ETP-CET public in the city of San Carlos de Bariloche, province of Río Negro
title_sort accompaniment practices and educative segregation on entry to etp-cet public in the city of san carlos de bariloche, province of río negro
description The master's degree thesis of the faculty of humanities and educational science on the UNLP sought to address the actual state regulation ways and the accompanying teaching practices on the first year of secondary technical school, in relation with the guarantee of equal opportunities in Rio Negro province. The field work was carried out in two secondary schools in the technical professional modality on San Carlos de Bariloche city during the 2018             In the locality, the persistence of administrative and bureaucratic mechanisms was observed that, supported by the validity of a progressive regulatory framework, make the state regulate admission to secondary school under the way of an equalizing system that hides the arbitrariness that chance supposes (raffle). This regulation prevents families and young people from choosing school, and ignores the importance of school in the life project construction.             The objectives that this research set out, in general terms, sought to understand the ways in which state regulation and accompanying teaching practices in the first years of secondary education in Bariloche affect or guarantee the principle of equal opportunities. Also understand the relationship between the segregation of enrollment according to social sector with the mechanisms of state regulation and the accompanying teaching practices that schools offer in the early years to new entrants.
publisher Facultad de Humanidades y Artes de la Universidad Nacional de Rosario
publishDate 2021
url https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/679
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spelling I15-R208-article-6792021-09-28T13:25:13Z Accompaniment practices and educative segregation on entry to ETP-CET public in the city of San Carlos de Bariloche, province of Río Negro Prácticas de acompañamiento y segregación educativa en el ingreso a ETP-CET públicos de la ciudad de San Carlos de Bariloche, provincia de Río Negro Seoane , Viviana Isabel Delgado , Mariana Laura Desigualdad Segregación residencial Trayectorias escolares Prácticas docentes Acompañamiento Inequality Residential segregation School trajectories Teaching practices Accompaniment The master's degree thesis of the faculty of humanities and educational science on the UNLP sought to address the actual state regulation ways and the accompanying teaching practices on the first year of secondary technical school, in relation with the guarantee of equal opportunities in Rio Negro province. The field work was carried out in two secondary schools in the technical professional modality on San Carlos de Bariloche city during the 2018             In the locality, the persistence of administrative and bureaucratic mechanisms was observed that, supported by the validity of a progressive regulatory framework, make the state regulate admission to secondary school under the way of an equalizing system that hides the arbitrariness that chance supposes (raffle). This regulation prevents families and young people from choosing school, and ignores the importance of school in the life project construction.             The objectives that this research set out, in general terms, sought to understand the ways in which state regulation and accompanying teaching practices in the first years of secondary education in Bariloche affect or guarantee the principle of equal opportunities. Also understand the relationship between the segregation of enrollment according to social sector with the mechanisms of state regulation and the accompanying teaching practices that schools offer in the early years to new entrants. La tesis desarrollada en el marco de la Maestría en Educación de la Facultad de Humanidades y Ciencias de la Educación de la UNLP buscó abordar las formas de regulación estatal y las prácticas docentes de acompañamiento a lxs estudiantes de primer año de la escuela secundaria técnica, en su relación con la garantía de igualdad de oportunidades en la provincia de Río Negro. El trabajo de campo fue realizado en dos escuelas secundarias de la modalidad técnico profesional de la ciudad de San Carlos de Bariloche durante el año 2018.    En la localidad se observó la persistencia de mecanismos administrativos y burocráticos que, apoyados en la vigencia de un marco regulatorio progresivo, hacen que el Estado regule el ingreso a la escuela secundaria bajo la forma de un sistema igualador que esconde la arbitrariedad que supone el azar (sorteo). Esta regulación impide que las familias y lxs jóvenes elijan la escuela, y desconoce la importancia que tiene la escuela en la construcción del proyecto de vida. Los objetivos que se propuso esta investigación, en términos generales buscaron comprender los modos en que la regulación estatal y las prácticas docentes de acompañamiento en los primeros años de ETP de nivel secundario en Bariloche, afectan o garantizan el principio de igualdad de oportunidades. Asimismo, comprender la relación entre la segregación de la matrícula según sector social con los mecanismos de regulación estatal y las prácticas docentes de acompañamiento que las escuelas ofrecen en los primeros años a lxs ingresantes.     Facultad de Humanidades y Artes de la Universidad Nacional de Rosario 2021-12-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/679 10.35305/rece.v2i16.679 Revista de la Escuela de Ciencias de la Educación; Vol. 2 Núm. 16 (2021) 2362-3349 spa https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/679/589 https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/679/590 Derechos de autor 2021 Revista de la Escuela de Ciencias de la Educación https://creativecommons.org/licenses/by-nc-sa/4.0

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