Secondary Professional Education as an Inclusive Strategy in Argentine Technical Schools

This article examines an alternative technical education model in Argentina: the Secondary Professional Education (EPS). Aiming to study how this proposal redefines traditional institutions to foster meaningful learning and school retention, the research adopted a mixed-methods approach, combining q...

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Autores principales: Roberti, Eugenia, Jacinto, Claudia, Montes, Nancy
Formato: Artículo revista
Lenguaje:Español
Publicado: Facultad de Humanidades y Artes de la Universidad Nacional de Rosario 2025
Materias:
Formación profesional
Educación técnico-profesional
Pedagogías centradas en el estudiante
Educación secundaria alternativa
Estudiantes
Docentes
Vocational training
Technical and vocational education
Student-centered pedagogies
Alternative secondary education
Students
Teachers
Acceso en línea:https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/931
Aporte de:
Revista de la Escuela de Ciencias de la Educación de Universidad Nacional de Rosario
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spelling I15-R208-article-9312025-07-01T15:43:53Z Secondary Professional Education as an Inclusive Strategy in Argentine Technical Schools La educación profesional secundaria como estrategia inclusiva en la escuela técnica argentina Roberti, Eugenia Jacinto, Claudia Montes, Nancy Formación profesional Educación técnico-profesional Pedagogías centradas en el estudiante Educación secundaria alternativa Estudiantes Docentes Vocational training Technical and vocational education Student-centered pedagogies Alternative secondary education Students Teachers This article examines an alternative technical education model in Argentina: the Secondary Professional Education (EPS). Aiming to study how this proposal redefines traditional institutions to foster meaningful learning and school retention, the research adopted a mixed-methods approach, combining quantitative and qualitative data, and conducting fieldwork in four Argentine provinces. The perceptions of students and teachers regarding EPS reveal a high appreciation for the model. Both groups agree on the importance of a close and personalized learning environment, emphasizing a school climate that promotes trust and mutual respect. Likewise, they recognize the relevance of personalized and flexible pedagogical practices, prioritizing the individual needs of students. The "learning by doing" methodology and professional training as an integrating axis are other significant points of convergence. Additionally, both students and teachers underscore the value of intra and extra-school networks as sources of student motivation. These results converge with international debates on the value of student-centered pedagogies, also highlighting future challenges in both implementation and their impact on student trajectories. Este artículo examina un modelo alternativo de educación técnica en Argentina: la Educación Profesional Secundaria. Con el objetivo de estudiar cómo esta propuesta replantea las instituciones tradicionales para fomentar aprendizajes significativos y la permanencia escolar, la investigación adoptó un enfoque de métodos mixtos, combinando datos cuantitativos y cualitativos, y realizando un trabajo de campo en cuatro provincias argentinas. Las percepciones de estudiantes y docentes sobre la EPS revelan una alta valoración del modelo. Ambos grupos coinciden en la importancia de un ambiente de aprendizaje cercano y personalizado, destacando un clima escolar que promueve la confianza y el respeto mutuo. Asimismo, reconocen la relevancia de la personalización y flexibilización de las prácticas pedagógicas, priorizando las necesidades individuales de los estudiantes. La metodología del "aprender haciendo" y la formación profesional como eje integrador son otros puntos de encuentro significativos. Además, se subraya el valor de las redes intra y extraescolares como fuentes de motivación estudiantil. La EPS constituye un modelo educativo inclusivo dentro de la educación técnica, que motiva e incentiva el compromiso de los estudiantes, lo que se refleja en una alta tasa de permanencia escolar. Estos resultados convergen con los debates internacionales sobre el valor de las pedagogías centradas en el estudiante, evidenciando asimismo desafíos futuros tanto en la implementación como en su impacto en las trayectorias del estudiantado. Facultad de Humanidades y Artes de la Universidad Nacional de Rosario 2025-07-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/931 10.35305/rece.v2i20.931 Revista de la Escuela de Ciencias de la Educación; Vol. 2 Núm. 20 (2025) 2362-3349 spa https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/931/826 Derechos de autor 2025 Eugenia Roberti, Claudia Jacinto, Nancy Montes https://creativecommons.org/licenses/by-nc-sa/4.0
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 Formación profesional
Educación técnico-profesional
Pedagogías centradas en el estudiante
Educación secundaria alternativa
Estudiantes
Docentes
Vocational training
Technical and vocational education
Student-centered pedagogies
Alternative secondary education
Students
Teachers
spellingShingle Formación profesional
Educación técnico-profesional
Pedagogías centradas en el estudiante
Educación secundaria alternativa
Estudiantes
Docentes
Vocational training
Technical and vocational education
Student-centered pedagogies
Alternative secondary education
Students
Teachers
Roberti, Eugenia
Jacinto, Claudia
Montes, Nancy
Secondary Professional Education as an Inclusive Strategy in Argentine Technical Schools
topic_facet Formación profesional
Educación técnico-profesional
Pedagogías centradas en el estudiante
Educación secundaria alternativa
Estudiantes
Docentes
Vocational training
Technical and vocational education
Student-centered pedagogies
Alternative secondary education
Students
Teachers
author Roberti, Eugenia
Jacinto, Claudia
Montes, Nancy
author_facet Roberti, Eugenia
Jacinto, Claudia
Montes, Nancy
author_sort Roberti, Eugenia
title Secondary Professional Education as an Inclusive Strategy in Argentine Technical Schools
title_short Secondary Professional Education as an Inclusive Strategy in Argentine Technical Schools
title_full Secondary Professional Education as an Inclusive Strategy in Argentine Technical Schools
title_fullStr Secondary Professional Education as an Inclusive Strategy in Argentine Technical Schools
title_full_unstemmed Secondary Professional Education as an Inclusive Strategy in Argentine Technical Schools
title_sort secondary professional education as an inclusive strategy in argentine technical schools
description This article examines an alternative technical education model in Argentina: the Secondary Professional Education (EPS). Aiming to study how this proposal redefines traditional institutions to foster meaningful learning and school retention, the research adopted a mixed-methods approach, combining quantitative and qualitative data, and conducting fieldwork in four Argentine provinces. The perceptions of students and teachers regarding EPS reveal a high appreciation for the model. Both groups agree on the importance of a close and personalized learning environment, emphasizing a school climate that promotes trust and mutual respect. Likewise, they recognize the relevance of personalized and flexible pedagogical practices, prioritizing the individual needs of students. The "learning by doing" methodology and professional training as an integrating axis are other significant points of convergence. Additionally, both students and teachers underscore the value of intra and extra-school networks as sources of student motivation. These results converge with international debates on the value of student-centered pedagogies, also highlighting future challenges in both implementation and their impact on student trajectories.
publisher Facultad de Humanidades y Artes de la Universidad Nacional de Rosario
publishDate 2025
url https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/931
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first_indexed 2025-09-04T05:05:57Z
last_indexed 2025-09-04T05:05:57Z
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