Support for graduation from secondary schools and technical-professional schools

This article explores the institutional dimension of young people's transition from secondary school to the world of work and/or higher education. It is based on interviews with eight school principals in the city of Paraná (Entre Ríos, Argentina) from state-run and private pre-university insti...

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Autores principales: Hernan, Andrea Elisabet, Kummer, Virginia Marta, Raffa, Milagros
Formato: Artículo revista
Lenguaje:Español
Publicado: Facultad de Humanidades y Artes de la Universidad Nacional de Rosario 2025
Materias:
Escuela secundaria
Formación para el trabajo
Educación superior
Prácticas educativas
Prácticas profesionalizantes
Secondary school
Job training
Higher education
Educational Practices
Professionalizing Practices
Acceso en línea:https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/935
Aporte de:
Revista de la Escuela de Ciencias de la Educación de Universidad Nacional de Rosario
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spelling I15-R208-article-9352025-07-11T10:42:58Z Support for graduation from secondary schools and technical-professional schools El acompañamiento hacia el egreso en escuelas secundarias orientadas y técnico profesionales Hernan, Andrea Elisabet Kummer, Virginia Marta Raffa, Milagros Escuela secundaria Formación para el trabajo Educación superior Prácticas educativas Prácticas profesionalizantes Secondary school Job training Higher education Educational Practices Professionalizing Practices This article explores the institutional dimension of young people's transition from secondary school to the world of work and/or higher education. It is based on interviews with eight school principals in the city of Paraná (Entre Ríos, Argentina) from state-run and private pre-university institutions, both oriented and technical-vocational, and from diverse locations. The article analyzes institutional priorities in preparation for graduation, the curricular approach to graduation (focused on a specific area or transversal to the entire curriculum), and the type of activities developed for this purpose. The results show that the type of school—oriented secondary or technical-vocational—is a discriminating variable in the analysis. While the former prioritize access to non-university or university-level higher education institutions through participation in career fairs and educational-vocational guidance programs, technical-vocational schools emphasize young people's experience of the workplace through internships and simulated professional practices. In the first case, preparation for graduation is carried out through the Educational Practices area, while in the second, it is addressed through the Professionalizing Practices area, which is presented as transversal to the entire training. El artículo indaga sobre la dimensión institucional en la transición de los jóvenes de escuelas secundarias al mundo del trabajo y/o la educación superior. Se basa en entrevistas a ocho rectores de escuelas del nivel de la ciudad de Paraná (Entre Ríos, Argentina) de instituciones de gestión estatal y privada, preuniversitarias, de modalidad orientada y técnico-profesional y de diversa localización.  Se analizan las prioridades institucionales en la preparación para el egreso, el abordaje curricular del mismo (centrado en un espacio específico o transversal a toda la currícula) y el tipo de actividades desarrolladas con tal fin. Los resultados muestran que la modalidad de la escuela –secundaria orientada o técnico-profesional- es una variable discriminante en el análisis.   Mientras que las primeras privilegian el acercamiento a instituciones de nivel superior no universitario o universitario, a partir de la participación en ferias de carreras y trabajos de orientación educativa-profesional, las escuelas de orientación técnico profesional ponen énfasis en que los jóvenes vivencien los contextos laborales a partir de pasantías y prácticas profesionales simuladas. En el primer caso, la preparación para el egreso se realiza desde el espacio de Prácticas Educativas mientras que, en el segundo, se aborda desde el espacio de Prácticas Profesionalizantes que se presenta como transversal a toda la formación.  Facultad de Humanidades y Artes de la Universidad Nacional de Rosario 2025-07-11 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/935 10.35305/rece.v2i20.935 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/935/835 Derechos de autor 2025 Milagros Raffa, Andrea Elisabet Hernan, Virginia Marta Kummer 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 Escuela secundaria
Formación para el trabajo
Educación superior
Prácticas educativas
Prácticas profesionalizantes
Secondary school
Job training
Higher education
Educational Practices
Professionalizing Practices
spellingShingle Escuela secundaria
Formación para el trabajo
Educación superior
Prácticas educativas
Prácticas profesionalizantes
Secondary school
Job training
Higher education
Educational Practices
Professionalizing Practices
Hernan, Andrea Elisabet
Kummer, Virginia Marta
Raffa, Milagros
Support for graduation from secondary schools and technical-professional schools
topic_facet Escuela secundaria
Formación para el trabajo
Educación superior
Prácticas educativas
Prácticas profesionalizantes
Secondary school
Job training
Higher education
Educational Practices
Professionalizing Practices
author Hernan, Andrea Elisabet
Kummer, Virginia Marta
Raffa, Milagros
author_facet Hernan, Andrea Elisabet
Kummer, Virginia Marta
Raffa, Milagros
author_sort Hernan, Andrea Elisabet
title Support for graduation from secondary schools and technical-professional schools
title_short Support for graduation from secondary schools and technical-professional schools
title_full Support for graduation from secondary schools and technical-professional schools
title_fullStr Support for graduation from secondary schools and technical-professional schools
title_full_unstemmed Support for graduation from secondary schools and technical-professional schools
title_sort support for graduation from secondary schools and technical-professional schools
description This article explores the institutional dimension of young people's transition from secondary school to the world of work and/or higher education. It is based on interviews with eight school principals in the city of Paraná (Entre Ríos, Argentina) from state-run and private pre-university institutions, both oriented and technical-vocational, and from diverse locations. The article analyzes institutional priorities in preparation for graduation, the curricular approach to graduation (focused on a specific area or transversal to the entire curriculum), and the type of activities developed for this purpose. The results show that the type of school—oriented secondary or technical-vocational—is a discriminating variable in the analysis. While the former prioritize access to non-university or university-level higher education institutions through participation in career fairs and educational-vocational guidance programs, technical-vocational schools emphasize young people's experience of the workplace through internships and simulated professional practices. In the first case, preparation for graduation is carried out through the Educational Practices area, while in the second, it is addressed through the Professionalizing Practices area, which is presented as transversal to the entire training.
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/935
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